Beginning and Ending Your Speech

Beginning and Ending Your Speech Since the introduction will be your audience's first impression of your presentation and your conclusion will be the final impression you leave your audience with, it is important to spend time writing and practicing both the introduction and conclusion. If you successfully get through the introduction of your speech, it improves the chances you will have a successful speech overall. First, because it will set the tone for the rest of your speech and second, because it will be a boost to your confidence.For both the informative and persuasive speech, you will have your Central Idea Statement at the end of the introduction and at the beginning of the conclusion (with a change in verb tense in the conclusion). For each speech, both the introduction and conclusion should be about a minute to a minute and a half long. If yours is longer or shorter in practice, work on adjusting it. You should not start your informative or persuasive speech with â€Å"Hel lo, my name is†¦.. † instead, start right into the professional introduction as you have created it.Your introduction for both the informative and persuasive needs to have all five elements: 1. It should get the audience's attention and interest You could do this using any of the following techniques (you might use more than one but not all seven). a. State the Importance of Your Topic Explain to your audience how important your topic is to them or the seriousness of your topic. This might include statistics or reports concerning your topic. b. Startle the Audience You might choose something that startles them, such as popping a balloon to talk about air noise.But you should not scare or terrify them. c. Arouse the Curiosity of the Audience You might start with a riddle of some sort to reveal the topic or talk about the topic in a way that leaves the topic a mystery at first. d. Question the Audience You might start by asking your audience rhetorical questions (questions you are not expecting them to answer verbal, but instead, in their own mind). e. Begin with a Quotation You might start with a quotation that somehow leads to the topic. f. Tell a StoryTell the audience a story (either actual or composite) that reveals the nature of your topic. g. Relate the Topic to Current Events You might explain how your topic is related to something that has recently happened in the news. 2. Relate the Topic to the Audience Tell your audience why they should listen to your speech; why this particular topic should be of interest to your audience. If you can't relate your topic to your audience, then why are you having them listen to it? 3. Reveal the Topic Make sure your audience is clear exactly what topic you will be discussing.It may seem obvious to you by the story you have told or the quotation you have shared, but it might not be to them. 4. Establish Credibility and Goodwill This can be difficult for a new speaker or a speaker that is unknown to the audie nce and consequently doesn't have a reputation with the audience. One of the main ways to start off establishing credibility with an audience is through professional dress (referred to as initial credibility). This way at the start, your audience has a good impression of you.In regard to the spoken introduction, explaining to your audience any association you have to your topic will help with credibility (â€Å"for the past four years I've been involved with Civil War reenactments†). If you decided on the topic simply because it was of interest to you, stating that is a good way to establish credibility (â€Å"when I first started doing research for this speech, I didn't think much about the dollar bill, but through my research I was amazed how much history there is behind this piece of paper we all use every day†).Establishing goodwill is establishing that you want to help your audience understand your topic; you have concern for their learning. You might do this by a ddressing their concerns about the topic (â€Å"I know many of you might be oppose to school vouchers but I hope you will keep an open mind about the issues I would like to discuss with you today† or â€Å"I know you might have struggled through a math class but I hope to show you how math can be a form of artwork†). 5. Preview the Body of the Speech For the most part your Central Idea Statement will fulfill this function.However, you may decide your topic needs even more of a preview than the CIS and want to add additional set up for your topic. Your conclusion for both the informative and persuasive needs to have all four elements: 1. Review the Body of the Speech For the most part your Central Idea Statement will fulfill this function. However, you may decide your topic needs even more of a review than the CIS and want to add additional conclusion for the topic. 2. It Should Relate to the Introduction Have your speech come full circle by relating to something you di scussed in the introduction.You can go back to any of the ways you got your audience's attention and interest. For example, you could finish a story you told in the introduction or go back to the questions you posed to your audience and answer them. 3. Call for Future Action in Regard to Your Topic While this seems more natural for a persuasive speech (â€Å"please go out and vote†), it can work for an informative also. You might ask them to learn more about your topic, or try the subject of your speech the next time they get a chance. â€Å"So the next time you go to see a movie, consider all the work that goes into editing a movie† or â€Å"Today I've told you some about The House on the Rock, if you'd like to learn even more, please check out the following books†¦. † or â€Å"The next time you find a spider, instead of running for the can of Raid, consider what an amazing architect you have in front of you†). 4. Give the Speech a Feeling of Conclu sion Your audience shouldn't be confused if your speech is concluding or not. You want to be sure to bring the speech to a clear and smooth ending.People are often so relieved to be finished with the speech (or they haven't spent time writing the ending) that they ruin a great speech with a terrible ending. Remember this is the final impression your audience will have of you and your speech. You should not end the speech with â€Å"thank you† since that implies that the audience was somehow doing you a favor by listening to your speech instead of listening because it was a good speech. Also, you shouldn't end with statements like, â€Å"that's it! or â€Å"that's all I have† since that just throws away the ending of the speech. Additionally, you shouldn't end with â€Å"are there any questions? † since there isn't a time set up for questions ; answers after your speech (so it is just another throw away ending). Another mistake to avoid is to start packing up or walking toward your seat during your conclusion. There is time for that after you speech. You should end your speech, in place, centered in front of your audience. You want to end your speech as strong as you started it. *** The End ****

The Context Of Behaviour Issues Education Essay

To analyze the manner pupils are larning, I have chosen to research the Blooms Taxonomy theory completed in 1956 by Benjamin Bloom, an educational psychologist. This taxonomy classifies rational operations mobilized during acquisition, the easiest ( underside of the pyramid ) to the complex ( top of the pyramid ) . Here is below an illustration of that pyramid: hypertext transfer protocol: //www.learnnc.org/lp/media/misc/2008/blooms_old.png The 6 degrees of Bloom ‘s pyramid allow the instructor to better form the patterned advance of his class, but besides help to explicate specific larning aims. In 1991, Lorin Anderson a former pupil of Bloom, has significantly changed the degrees of the pyramid maestro with the coaction of David R. Krathwohl, co-author of the original taxonomy ( Anderson & A ; Krathwohl, 2001 ) .A speedy penetration of the theory†¦The involvement of the work of Bloom is that it offers a series of verbs that describe the rational behaviour of each degree of the pyramid. These verbs refer to discernible and let such instructors to compose to specific larning aims. Despite the forsaking of course of study based on specific aims, Bloom ‘s taxonomy is utile. On the one manus, Bloom recognized the complementarity of affectional and psychomotor spheres, although the descriptions he has made aˆâ€ ¹aˆâ€ ¹today seem so superficial. But more significantly, his categorization of the cognitive sphere into six degrees of complexness is a simple manner to stand for the activities of idea for pupils. It combines really good the relationship between cognition ( memory, comprehension, application ) and accomplishments ( application, analysis, synthesis, rating ) . Higher degrees of Bloom ‘s categorization correspond exactly to the creativeness that instruction reform is to develop and redemption which is the best for the hereafter of pupils. In this respect, there are a figure of intriguing schemes and techniques to further creativeness. Bloom ‘s Taxonomy is for me an assistance to explicate inquiries that can find the degree of pupil apprehension. For illustration, a inquiry may be used to find a pupil is adept in factual cognition, comprehension, application, analysis, synthesis and rating. In my position, instructors are better able to cognize the failings and strengths of their pupils, which help advance larning patterned advance to higher degrees.Some critiquesaTop of Form Since its preparation in 1956, critics of Bloom ‘s taxonomy have by and large focused non on the being of six classs, but the world of a consecutive hierarchal relationship between them. Some consider the three lowest degrees ( cognition, comprehension, and application ) as hierarchically ordered, but the upper three degrees ( analysis, synthesis and rating ) as equal. Others suggest it is sometimes more appropriate to get down the application, before the debut of new constructs. How do I use Bloom ‘s Taxonomy? I would personally state that for the classs that I presently teach I consider chiefly four degrees of acquisition and command of cognition, which correspond approximately to the first four degrees of Bloom ‘s taxonomy: 1. Information degree ( Knowledge ) : cognition is comparative to the apprehensiveness of an overview of a topic: the worlds are shown in some facets in partial or entire. 2. Expression degree ( Comprehension ) : cognition is related to the acquisition of the agencies of look and communicating: define, use the footings component subject. These control cognition. 3. Mastering tools Level ( Application ) : cognition is related to the control of procedures and tools for survey or action: usage, manipulate regulations or sets of regulations ( algorithms ) rules, in order to a consequence to be achieved. It is to get the hang a accomplishment. 4. Master methodological cognition degree ( Analysis ) , which is comparative to the control a methodological analysis of installing and troubleshooting: assemble, organize points in a subject, place relationships, concluding from these relationships, and make up one's mind towards a end. It is an attack to command initiation, tax write-off, proving, certification. Each degree includes the old 1s and with the experience that I am presently constructing as a instructor, synthesis and rating are non truly expected from pupils chiefly because of their bing degree of cognition and the class degree. As good, there is no rigorous order to see in utilizing these different degrees as pupils can be asked to get down a subject at the mastering tools degree, merely to look into their old cognition and construct the lesson harmonizing to the findings. The good facet of Bloom ‘s Taxonomy is that there are sequences in the acquisition procedure that we can play with. So, in footings of learning schemes, depending on the topic, I can get down or present the subject at any degree of Bloom ‘s pyramid. If I teach basic accounting rules to finish novices, I would be given to get down with Bloom ‘s Comprehension degree ( expression degree for me ) , where I try to demo the scholars that they already know some facets of the theory: Lashkar-e-Taiba ‘s state that I intend to learn the double-entry clerking rule. The first measure will be to hold the pupils set in braces and make up one's mind themselves which type of dealing they want to finish. From at that place, they will hold to calculate out the journey of the money which will be different depending on the side where the dealing will hold to be recorded. By pulling a simple map on an activity sheet or the board, they will understand easy how the completed dealing must be recorded. Merely after that measure, will I present the theoretical accounting facet to put the regulation ( Bloo m ‘s Knowledge phase ) . Then the â€Å" usage and manipulate † phase ( Bloom ‘s Application phase ) where pupils will hold tools in manus to work out practical exercisings is introduced. In footings of resources and planning, I use what Rogers ( 2002 ) explained sing a theoretical account of patterned advance in larning associating to different results of acquisition: it implies motor accomplishments which require pattern, verbal information ( facts, rules and generalization ) ; for illustration in concern topics, lesson programs are built in a â€Å" learner-centred manner † : scholars are given the chance to recognize existent and bing concern entities and have to delve deep down in their bing cognition to demo what they already know about the concern environment and rules. They are provided bit by bit throughout the class with the necessary resources: ne'er all of them at one time. Then rational accomplishments come in when scholars have to utilize cognition to know apart, understand theories, constructs and regulations. Straight after that, cognitive schemes help scholars to â€Å" retrieve † , â€Å" think † and â€Å" manage † their freshly acquired accomplishments to specify and work out jobs, which are most of the clip in concern or direction classs instance surveies to be analysed ( Application and analysis phases in Bloom ‘s Taxonomy ) . Top of Form In footings of appraisal and from experiences carried out in category, I can state that each phase of Bloom ‘s pyramid gives chance for appraisal. I have the clear feeling that class bundles provided by most awarding organic structures, when looking at larning results and appraisal standards, are utilizing Bloom ‘s rules particularly when utilizing specific verbs ( describe, buttocks, discuss, explicate aˆÂ ¦ ) to bespeak what scholars need to â€Å" be able to † make in order to demo that they have achieved or understood the topic. Indeed, in the Double-entry clerking topic, I assess bing cognition foremost, and so I follow Bloom ‘s following degrees of larning to do certain pupils are get the hanging specific practical cognition like computations or hard currency flow prognosiss to give an illustration. To come back purely to Bloom ( 1956 ) , a larning nonsubjective describes a general accomplishment or set of accomplishments that the pupil must get at the terminal of a learning sequence. However, the general educational aims can non give rise to a strict rating unless they are made concrete. This requires that they be translated into operational aims. This is cardinal for the advancement and accomplishment of scholars. A end can be considered operational if the followers are specified: – Performance to be achieved ( result ) identifiable by discernible behaviour ( described by action verbs ) and quantifiable or apt to measure up, the scholar can make and he can be evaluated. – The conditions ( context ) in which the behaviour must happen ( limitations, mandates, what equipment to utilize, how long, etc. ) . – Performance standard ( pass grade ) on whether the end is reached ( Level of demand which acquisition is required to turn up and standards used in the rating of larning ) . Inspired by behaviourist, this manner of seeing things has provoked reactions, expostulations, unfavorable judgment sometimes really strong, particularly among advocates of constructivist epistemology towards Bloom ‘s Taxonomy. Nevertheless, the impression of end is cardinal in any methodological attack to the instruction and appraisal. The procedure of rating is hence to put ends ( mentioning to a taxonomy ) to operationalize and specify appropriate agencies ( instruments ) which will find whether aims are achieved by the pupils or non. It will so continue to an analysis of the consequences ( formative rating ) , which will take to a determination which shall be communicated to different stakeholders ( the clip of the communicating ) . However it is non ever didactically clear: how to put ends easy? What preparations to utilize? Should I needfully integrate action verbs? How to verify that the aims are efficaciously operational? From my point of position, the good intelligence is that there are two great and simple tools that, when combined, can assist me accomplish this: the association of Bloom ‘s taxonomy and the SMART method.Top of Form Once the demands and outlooks of a course of study are analysed, specifying the educational ends is a cardinal measure in developing a preparation program. This measure non merely allows me to tag my path ( strategy of work & A ; lesson programs ) , and besides to ease the appraisal. When explicating educational ends, I ask myself the undermentioned inquiry: â€Å" At the terminal of the training/module/course, I would wish my pupils to be able toaˆÂ ¦ ? † . And, depending on the type of accomplishment I want to develop in my pupils, I keep my preparation utilizing a verb of action. At this point, I choose to brainstorm without inquiring myself excessively many inquiries and I try to give free rein to my spontaneousness! The rule of this taxonomy is that scholars must make a specific degree and must be capable of executing the operations matching to ( x ) degree ( s ) . These degrees are therefore hierarchically ordered in cognitive procedures and to supply a model for puting ends for themselves. The accent is non on the course of study content but on how scholars can turn to and get the better of barriers to achievement ( Knowles, 1984 ) . This taxonomy besides allows the designation of the nature of the abilities sought by the aim of preparation and grade of complexness. Identifying the type of larning nonsubjective covered by a resource can see its practical integrating in a pedagogical sequence. An of import point is separating undertaking and end: the indispensable in the educational activity is ne'er the † merchandise â€Å" , the consequence straight discernible ( the papers prepared entirely or in groups, prep, classs and trial tonss ) , even if that is the lone manner to judge pupils ‘ abilities. The of import thing is the advancement made towards each larning result, if it is appropriate and can be reinvested, how it is put into drama and how it allowed scholars to turn. The relationship between the undertaking and the end differentiates developing state of affairs and location of production: in preparation, the end is first in production, it is the undertaking.

Psychological Impact Paper Essay

Cultural diversity is a bonus in the society today. The ability to interact or network with other cultures gives you an opportunity to understand different cultures and how they live their life on a daily basis. Although being culturally diverse may be a positive aspect. It may have complications depending on your race. For example, Racism, Discrimination, and Civil rights are factors that may cause a psychological development, distress, or behavior problem. In my paper I will discuss the potential impact of racism, discrimination, and civil rights on the psychological development, distress and behavior on a cultural diverse African American. Racism â€Å"Racism consists of beliefs, attitudes, institutional arrangements, and acts that tend to denigrate individuals or groups because of phenotype characteristics or ethnic group affiliation,† (Hall, 2010. Pg 88). African Americans faced racism on a daily basis in the 1900s. Lynch mobs and burnings terrorized African Americans, causing them to be skeptical or in fear of leaving their own home. They were denied industry jobs and were forced to work low end jobs. This resulted in to poor living conditions which affected their mental health. Picking cotton was their main source of income. African Americans began to question their self worth because as of minorities they were not able to express their intelligence or communication skills they used to be culturally diverse. African Americans began to think they were useless only because they could not provide more for their families. â€Å"Categorical beliefs about the biological and/or cultural inferiority of some racial groups can attack the self-worth of at least some members of stigmatized racial groups and undermine the importance of their very existence† (Williams and Morris, 2000. Pg 255). African Americans self esteem became to drop, causing them not to be able to function mentally. Racism may have decreased compared to the 1900s but it still exists in present day. Discrimination Discrimination has been known to have an impact on the  psychological development, distress and behavior on African Americans. Discrimination is (Define). â€Å"Recent qualitive studies and journalistic accounts reveal that black experience discrimination in a broad range of contexts in society and that these incidents can induce considerable distress† (Williams and Morris, 2000. Pg 251). Treated unfairly impacted the health of African Americans, causing anxiety or anger. African Americans thought that they were overly qualified for jobs that they were denied. After being denied African Americans would become angry or frustrated because of not being treated equally. African Americans were prideful of their culture and the only way to show people of other cultures is by showing they were inferior. African Americans were inferior but still suffered from mental health problems. â€Å"Racist discrimination is associated with anxiety, anger frustration, resentment, somatization, obsessive-compulsive symptoms, interpersonal hypersentivity, fear, paranoia, helplessness-hopelessness, and depression among African Americans† (Hall, 2010. Pg 91). Discrimination caused African Americans to lack interactions amongst other races in schools. â€Å"Afrocentrism espouses African ideals at the center of ones approach to problem solving† (Hall, 2010. Pg 92). This was an important factor in the multicultural research. Civil Rights African Americans struggled for years for freedom form slavery. After being free fought for equality and a voice. Movements began to form on behalf of African Americans continued to struggle mentally, only because they felt their voice was not heard. In 1875 the Civil Rights Act was passed giving them the right to equal treatment in public settings. Followed by the 1896 decision to legalize racial segregation of schools. Although the schools were segregated African Americans parents and children feared for their lives. They were afraid that European Americans would hurt their children all because they were attending schools that where made for whites. The Civil Rights Act of 1964 created the opportunity for African Americans to have constitutionals rights without discrimination or segregation. The Civil Rights Act was passed but Racism still exist, causing African Americans to feel hopeless. African Americans then began to search  for another outcome which lead to Affirmative Action. The Black Muslims created opportunities and had a goal of diversity. Goals of Black Muslims were to replace the negative effects of slavery with positive values and behavior and to develop independence from the dominant culture,†(Hall, 2010. Pg90). Hope for understanding African American identity and multicultural relation was offered by psychological theory and research despite political and legal setbacks. Although African Americans were faced with adversities, they managed to overcome them. Africans struggled mentally as well as facing distress and behavior problems all because the way they were treated. African Americans tried to form bonds amongst other cultures, giving them the opportunity to become diverse individuals. Learning other cultures was common for African Americans, like for instance adapting to the American culture after being slaved. African Americans have put the past behind them and continue to become more diverse as well teaching other cultures there values and traditions. Barnes, J. (2004). Unequal Education. U.S. News & World Report, 136(10), 66. Hall, G. C. N. (2010). Multicultural Psychology (2nd ed.). Upper Saddle River, NJ: Pearson/Prentice Hall

Is the performance appraisal enough to guarantee better employee Essay

Is the performance appraisal enough to guarantee better employee performance - Essay Example 8) What will be the impact of each alternative on employee performance? 4. Research Design 4.1 Research Method: The research is both descriptive and causal in nature. In the descriptive part, the research will identity the findings of previous researchers regarding the effectiveness of performance appraisal in guaranteeing employee performance. After the descriptive analysis, the research will establish a link between the how strongly related performance appraisal is with employee performance and what other factors might be possible causes of employee performance. Both the primary and secondary sources will be used which are detailed as follows: Secondary Sources: The purpose of the desk research portion of the study is to gain hard data on pre-existing performance appraisal templates and their known outcomes, in real-life business environments, to gain an understanding of how the process is implemented and how employees have historically responded to these methodologies. Additionall y, this secondary research effort will improve understanding of what drives motivational responses in modern worker populations, based on performance criteria laid out by real-life organisations. During the course of the research, alternative methodologies other than the performance appraisal, designed to build better human capital, will be explored. It will act as the foundational knowledge necessary to approach fulfilment of the study’s objectives and build an appropriate primary research design strategy (Nargundkar, 2003). The procedure will entail consultation with appropriate journals and textbooks that describe performance-related phenomenon in the organisational environment (Smith, 2008). Additionally, reputable website content will... The paper tells that the purpose of the desk research portion of the study is to gain hard data on pre-existing performance appraisal templates and their known outcomes, in real-life business environments, to gain an understanding of how the process is implemented and how employees have historically responded to these methodologies. Additionally, this secondary research effort will improve understanding of what drives motivational responses in modern worker populations, based on performance criteria laid out by real-life organisations. During the course of the research, alternative methodologies other than the performance appraisal, designed to build better human capital, will be explored. It will act as the foundational knowledge necessary to approach fulfilment of the study’s objectives and build an appropriate primary research design strategy. The procedure will entail consultation with appropriate journals and textbooks that describe performance-related phenomenon in the o rganisational environment. Additionally, reputable website content will be consulted as provided by university leadership across the globe and case study representations of motivational theory and the use of performance appraisals as a means of fostering improved organisational and worker efficiency. Case studies of various organizations in London shall be used for initial exploratory findings. Results from a study conducted by students of University of Cranfield regarding the IiP shall also be used.

Political and Economic Integration Processes in The Gulf Cooperation Essay

Political and Economic Integration Processes in The Gulf Cooperation Council - Essay Example The GCC Organizational structure looks like the EU structure with a Supreme Council made up of members from all countries in the GCC. From first appearances one might see a top down structure in the design. However, the top is shared by heads of the member states (based on the monarchic or emirate government). This makes the top divisional in its structure. The actual executive of the council is not by rank and size but rather rotated in alphabetical order of the member's names. Yet, despite the inherited leadership, it is somewhat democratic in its implementation: meetings of the supreme council are only valid if attended by at least two-thirds of the members. Under the Supreme Council there are several organizations designed as functional structure but arranged as matrix rather than a top down structure. Firstly, there is a Consultative Commission, formed of equal amounts of members from each state - its purpose is to study matters assigned by the Supreme Council. Along with that - there is the Commission for the Settlement of Disputes. Again, under the Supreme Council but is designed to allow for contingency factors and only used as needed. A Ministerial Council formed from the Ministers of Foreign Affairs - the head over this segment is the current head of the supreme council. This organization is in charge of policies, recommendations, and oversees other existing actions in all fields of specialty. Any ministerial subcommittee must first resolve and then refer the rulings to the Ministerial Council, who in turn, along with their recommendations on the rulings give to the Supreme Council for final approval. These rulings and recommendations must also be voted by two-thirds of the members to be counted as official. The Ministerial Council meets... This essay aims to identify long-term perspectives of the Gulf Cooperation Council as an integral regional union and also define development trends of its members countries. The GCC Organizational structure looks like the EU structure with a Supreme Council made up of members from all countries in the GCC. Globalization can be defined as a global networking that has welded together previously disparate and isolated communities on this planet into mutual dependence and unity of ‘one world. The opposite would be a more skeptic and Marxist indicated definition, like perspective that globalization is what the Third World have for centuries called colonization. One might even interpret globalism as a less offensive term for imperialism, not well received by developing countries with aspirations of their own international successes. Globalization is typically defined as a shift from localized human societies (including financial, political and religious systems) to linking distant communities of people and levels of industry, expanding them across regions and continents. Globalization can reduce the deficiencies of third world countries with technological advances and with equal allocation of resources. The completion of the Free Trade Agreement, started so long ago, would be a stronger indication of liberalization in the GCC. The willingness to team up with the European Union, a non-US entity, might just be a considered strategy to strengthen their unwillingness to embrace globalization.

Health reform legislation in the US Case Study Example | Topics and Well Written Essays - 750 words

Health reform legislation in the US - Case Study Example The legislation seeks to reduce the annual appropriation funds the local authorities give the hospital to help in its running. The fund helps in the facilitating of the payment of workers in the hospital. The fund also helps the hospital acquire new machines and pay for the maintenance of the already bought machines. Over the years, the hospital has being able to set up new facilities that make it serve extra people. The legislation put forward aims to slash the annual fund provided for the hospital by a certain percentage. This means that the hospital will receive less than what it used to get. To this effect, the hospital’s normal operations would be interrupted, as it has to go out of its way to get the extra finance needed to supplement its budget. The hospital will also have to change its budget for it to be in line with the new funding provision. This measure would include having to charge extra fee to patients. Some workers in the hospital would have to lose their jobs to enable the hospital cut the extra costs. This are some of the drastic changes that the hospital would undertake in order to enable it operate on the reduced funding. My role of being requested to offer advice to the council is because I am the President of the Hospital. I participate in the drafting of the hospital’s budget and thus I am better placed to know the effects of the legislation. In addition to that, I head the finance department and the committee in charge of the hospital workers. My reason for choosing to be the one writing to the mayor is that my position makes me know and understand fully the running of the hospital. I have held the position for the past decade making my experience unparalleled. The reduction of the funding will affect women mostly those who are pregnant. The reason for this is that the larger share of the money goes to the women requirements facilities in the hospital.

Constructivism and social constructivism Essay Example | Topics and Well Written Essays - 1500 words

Constructivism and social constructivism - Essay Example Based on theoretical approaches that work on the basics resultant from studies and observations, constructivists believe novel concepts of knowledge are acquired (Philips, 2000). Through constant encounters with new channels of knowledge, learners are able to not only alter what they know, but also modify what they have also learnt in the previous classroom settings. In relation to this aspect, the educators must ensure that they ask learners questions on what they had previously be taught, so as to refresh their memories and assess the levels of understanding for these learners. Through weighing this kind of information, the educators are able to understand what areas to improve on the learners. In the case of early year's education, constructivism can be applied when the educators attempt to make sure that the learners answer questions relating to their environment, based on the practical lessons that they had gone through in the course of the week or the previous lessons. Exposure to the real world is vital in the early childhood education since the learners have to have a one on one touch with reality. Subjection to theoretical exams based on the practical given in the learning environment. Through this, the learners are able to relate concepts taught in the past, apply them in the present, and preserve the new information for the future. This is an elucidation of the fact that learning is a step by step process of building up information, based on reflection of the past experiences.

Discuss the benefits to a retailer of operating multiple formats Essay

Discuss the benefits to a retailer of operating multiple formats. Illustrate your answer with three examples from the UK retail - Essay Example Sainsbury’s, for example, has introduced a credit card that enables a customer to earn loyalty points whenever they shop at the supermarket. Tesco, on the other hand, is working on an application on Facebook, which will enable customers to gain double Club Card points by sharing or liking the facts about the products they buy from the supermarket. The Blackberry Company, on the other hand, uses TV and Billboards to launch new products. It also uses sales promotions to obtain advance payments in the short term sales (Chadwick, Doherty, Anastasakis, 2006). The Benefits of Using Multiple Formats to a Retailer The use of multiple formats has proved to be of immense importance to retailers because multiple formats normally offer unique opportunities for retailers to use services such as geo-location to market their products. This is applicable when using formats like social media. Social media, such as Facebook and Twitter, used by Tesco tend to be hyper social platforms (Varley, 2 005). Multiple formats also tend to benefit organizations in that; some of the formats used by retailers tend to influence the consumers. For example, in that case of Sainsbury’s, where a consumer uses their credit card to shop, and eventually earns points. The use of advertisements by companies such as Tesco is also a format that can be used by a retailer to attract more customers and obtain more profits. For instance, Tesco has normally used flyers and websites to increase awareness among customers in the UK (Varley, 2005). Theory of Social Media as a multiple format used by retailers Berman and Evans (2004) discuss ways in which social media assists as a multiple format when it comes to skills that help retail marketing. Ellis-Chadwick, Doherty and Anastasakis (2006) reveal that social media helps its users view themselves in other ways by using their fresh data and presenting it in a manner that is planned. Using social media leads to increased consumer engagement and may result in quick sales in case a company has offers for consumers at a given time. Using such social media, retailers are in a position to create brand awareness, therefore, attracting more customers. The use of social media results in increased product awareness among consumers. Provision of consumers with information, such as price of products and location of the stores, where such products can be found, increases sales for the retailers (Healey and Baker, 1997). Porter’s five forces theory Porter’s five forces theory is a format that helps retailers to understand their positions in the competitive market. The retailers can normally use competition to evaluate their weaknesses. It enhances retailers with the ability to evaluate whether the goods and services offered are profitable. Retailers may use this format to evaluate their buyer power, the capabilities of their competitors, their supplier power, the threats accompanied by substitution, and the threats they may face in case they make a new entry into the market (Porter, 2008). An examination of the Mintel report reveals that; if a company manages to analyze the other companies in the market, the company can be in a position to track its competitors, and this leads to the identity

Factors Effecting Students Selecting Private Colleges In Saudi Arabia Essay

Factors Effecting Students Selecting Private Colleges In Saudi Arabia - Essay Example The research strategy proposed to be used in this study is survey questionnaires. There may be some problems associated with the qualitative interview method, involving a detailed structured or semi structured interview in the case of this particular study. For example, this method is likely to be time consuming when considered against the results sought to be achieved. The thrust of this study is to discover overall patterns within a large group of students/faculty within a limited time frame. A comprehensive literature review is to be taken up to provide the background material and the secondary data for this study. The primary data is collected from the questionnaire/survey, which is a favoured tool used in research because it can provide a cheap and effective method of collecting data in a structured and manageable way. The participants in this study would be about 250 students as well as faculty members, both from private as well as public colleges. This report makes a conclusion that the economies of the Middle East play a very important role in the world economy because they are large scale producers of oil and this is especially true in the case of Saudi Arabia. In view of the initiatives that have been actively implemented by the Government to promote education in the nation, the problem of why students are opting for private colleges becomes important. This study may help to shed a considerable amount of light on why students are making such choices and pave the way for future research into this issue.

English Paper on Holes Essay Example for Free

English Paper on Holes Essay The film codes and conventions are greatly used in the movie Holes, directed by Andrew Davis, to construct characters and develop the atmosphere. The film is about a young boy, Stanley Yelnats, who is falsely accused of stealing a pair of shoes. As a punishment, he is sent to camp Greenlake, where he meats and discovers an ancient secret that leads him to great treasure. Throughout the movie technical, symbolic, audio and written codes are used to demonstrate the characters’ personalities as well as create a profound atmosphere in every scene. These filmic conventions help the audience to obtain a clearer understanding of the main characters and the movie itself. The innocent and friendly nature of Stanley is effectively demonstrated through the film codes and conventions. He is a protagonist in the movie and undergoes the most change to his personality and behavior throughout the film. In the very first scene, Stanley’s voice over is used saying â€Å"All my life, I seem to appear at the wrong time in the wrong place†. This audio code has a great effect on the viewer’s opinion of Stanley, indicating that he is clumsy or unlucky. A little further into the movie, techniques such as costume and setting are well used. Stanley’s over-sized old clothes and the messy, un-tidy house of the Yelnats’ family gives an impression of a less fortunate family. These filmic codes are vital in the construction of Stanley’s personality. The film codes and conventions successfully show Zero’s as a closed, shy and disrespected little boy. He too is one of the main characters in the movie and over time becomes great friends with Stanley. When Stanley is introduced to the other boys in camp, Mr. Fernandsci explains, â€Å"You know why everyone calls him Zero? Because he has nothing going on in his stupid, little head!†. The effect of this dialogue is immense. Zero is introduced as a dumb and helpless boy, yet we understand that he is plainly judged and bullied. When the councilor proclaims this, Zero turns his back on the boys and his facial expression shows anger and disappointment. These symbolic codes have a huge effect on the viewer’s opinion of zero, suggesting that he is an annoyed and perhaps unapproachable little boy. He just wants everyone to leave him alone. The audience understands zero’s calm yet unsociable personality through the excellent use of various film code techniques. The filmic conventions are used to create a dream-like atmosphere in the scene where kissing Kate Barlow commits suicide. After stealing and burying the treasure of Stanley’s great grandfather, she has been stranded in the desert for several days. When viewers first see her lying on the sand, the focus of the camera is blurred. This technical code has a great effect on the viewers understanding of the scene, showing that it is a flash back or memory. Further into the episode, a blurred image of Sam appears and Kate murmurs, â€Å"Its so hot Sam but I feel so cold†. These techniques give an impression that Kate’s vision is blurring and she is hallucinating because of exhaustion. This dialogue and several other shots work together to create the imaginary, almost unrealistic atmosphere. A happy and relieving atmosphere is created with the use of film codes in the scene where Stanley and Zero climb god’s thumb and reach water. After a close escape from Camp Greenlake, the two boys have been wondering along the desert for days. They have finally reached a rocky mountain in the shape of a thumb, onto which Stanley’s great grandfather had once climbed, and found water. Joyful and lively music plays when the boys finally come to the top of the mountain. The use of this technique demonstrates how Zero and Stanley have finally reached their goals and the atmosphere is clearly shown. Throughout this scene, cool colors such as blue, purple, grey and violet are used. This symbolizes the peacefulness of the situation and the viewer gives a sigh of relief, as the main characters are unharmed. These filmic codes are very important in the construction of a serene atmosphere in the particular scene. The atmosphere and the characters’ personalities in the movie are created by the excellent use of film codes and conventions. Voice overs, body language and costumes are used to construct the character of Stanley and Zero. Colors, music, different camera shots and dialogue are used during different scenes to portray the correct atmosphere. These various codes give us a better understanding of the film and the important messages.

Legal Frameworks for Child with Disabilities

Legal Frameworks for Child with Disabilities Outline the legal and regulatory requirements in place for children with disabilities or specific requirements. Every child has the right to be treated fairly no matter what their disabilities/circumstances are. It is against the law for Schools to treat a child discouragingly because of discrimination. Direct discrimination is when you actively discriminate against a child ie refusing a chid into the setting because of a disability/condition. Indirect discrimination occurs when practises are in place but they dont take into account the needs of the child ie signs/labels in a different language so the child can read them. There is also discrimination due to disabilities ie a Teacher may stop a child from doing an activity because of time (it will take the child too long to complete the task). This results in fewer opportunities being offered to them to experience and very unfair. There are legal and regulatory requirements that the School must adhere to protect disability and SEN children from discrimination and promote their inclusion: The Equality Act 2010 Provides addition protection from discrimination for children with disabilities. The Act requires children with disabilities receive the same access to public/private services as any other child and for these facilities to make changes to ensure access for all. It promotes equal opportunities/inclusion for all children. The Special Educational Needs (SEN) Code of Practice 2001 Developed to promote practices that value individual needs of children with disabilities and to offer guidance to Schools regarding equality and inclusion. Main purpose is to provide early invention support for children with SEN, to identify their individual needs and provide appropriate support. Main principles of the code are: *Children with SEN should have needs met and normally in mainstream Schools. *Views of the child must be taken into account and Parents must be involved. *SEN children should be offered full access to a broad, balanced and relevant education. The United Nations Convention on the Rights of the Child to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. Article 1 Respect for the evolving capacities of children with disabilities and respect for the rights of children with disabilities to preserve their identities. Article 3 Details rights/entitlements to all children regardless of their individual needs/circumstances. The United Nations Convention on the Rights of Persons with Disabilities Human rights treaty that confirms the rights of disabled people. Stresses the importance of disabled people being able to enjoy their human rights equally with non-disabled people. It recognises that people with disabilities do face barriers and outlines strategies to reduce barriers and promote their rights. Warnock Report (1978) Introduces term SEN into UK legislation and emphasises the 2 categories of children with SEN 1) children who experience difficulties at School but needs can be met at mainstream level 2)children whose needs are more complex and need specialised educational environments. The Special Educational Needs and Disability Act 2001 Makes further provisions against the discrimination of disabilities in Schools. Strengthens the rights of SEN children to be educated in mainstream Schools. Importance of working inclusively with children with disabilities or specific requirements. It is essential that people working with children promote equal opportunities by providing an environment free from discrimination. Inclusion is focusing on the needs of every child and ensuring the right conditions are in place for all to achieve their full potential. Children with SEN should be given the same opportunities as children without SEN/disabilities and feel valued, respected and supported. Our School has created a child focused approach where we focus on and build on their support using each childs strengths, needs and interests. Each child is an individual and must be listened to. This shows respect and they will feel safe and secure in the setting. This ensures that every child is valued as an individual. When planning activities we take into consideration their interests and abilities. We empathy to SEN children by the way we try and understand their feelings and point of view. We try and adapt the activity according to their needs and abilities so they are able to ta ke part with everyone and not be singled out. We involve the children in decision making and actively encourage them in planning their IEPs. We listen to what they need and want so then this helps us provide opportunities for them to be more independent this helps their confidence and self esteem. We believe children who grow up in Schools where all students are valued and seen as equal members will learn to respect and advocate for diversity in the larger community. Disability, Literacy and Inclusive Education for Young Children. Personally I think it is so important for all children to learn and play together and to be treated the same. It builds an understanding and acceptance for all and highlights the fact that children develop skills which enable them to teach one another. Children with disabilities will often make huge improvements in their communication, socialising and functioning skills while developing children will have better attitudes towards others, greater patience, tolerance and self esteem. One of our school mottos is We all belong where we expect all children to work together, making everyone feel welcome and involved and have a positive attitude. This really helps the SEN children feel a sense of belonging and a reduces feeling of isolation. We constantly run weekly sessions reminding the children to look at their attitudes and beliefs and if necessary help them make changes. It does help that all staff members are very positive about inclusion and diversity and are visually pro active in the activities we undertake, displays that we use and resources/materials we offer in the classroom. Benefits of working in partnership with Parents and other professionals. The Childrens Plan published by DCSF in 2007 highlighted the importance of the partnership between Parents and Schools to support children in their learning. It has been proven that Parental involvement has a positive effect on childrens achievement at School. They are able to reinforce learning from School by using play and extra curriculum activities ie practising times tables, listening to their child read, drawing, painting and visiting libraries and places of interest. They also help improve the childs gross/fine motor skills, communication/listening and social skills. Parental involvement in childrens education from an early age has a significant effect on educational achievement and continues to do so into adolescence and adulthood. The Impact of Parental Involvement on Childrens Education. Parents must always be consulted and involved in the care and support of their child. Schools need to show respect when discussing these delicate matters and always valuing the opinion of the Parents. Schools need to be demonstrating inclusion of all children and a way they can show this is by seeking the advice and resources of external agencies when it may benefit the child. The SEN Code of Practice recognises the value of the partnership with Parents. It is a well known fact that Parents knowledge of their child is exemplary and must be taken into account when deciding on support/education. The child and their needs must be at the centre of all discussions. Parents will have more of an idea of the childs strengths and the support can be tailored to take these into account ie if the child likes singing then perhaps learning can be adapted to singing times tables and alphabet songs. Some SEN like dyslexia may run in the family so family members may have developed specialised knowledge of the condition this may aid in the planning of support for their child. Some Parents find the whole process of having a SEN child very complex, difficult and emotional. Schools need to respect these feelings and emotions of the Parents and value their support. Full discussions and advise must be given to instil trust and confidence that the best is being done for their child at that School. Parents must be aware of all the policies/procedures of the School, support available for their child and any relevant documentation regarding their child. Trust will then be given as the Parents will respect the School and all involved in the care of their child. Schools must remain professional at all times. They should provide time and opportunity to discuss the childs progress. The Parent will feel involved and empowered that their opinions are listened to. Each party should acknowledge each others views and opinions but be able to agree amicably on a plan to support the child. Schools must be flexible when planning meetings with dates/times as they may be dealing with working families or families with siblings. It is a requirement that all Schools have a SENCO a designated person who is responsible for co-ordinating the care and support needed for the SEN children. This is helpful for the Parents as they only need to liaise with one member of staff. Other professionals that the SEN children may come into contact whilst at School are: Physiotherapists, Speech and Language, OutReach (Autistic), Hearing Impaired and Educational Psychologists. How practitioners can adapt their existing practice to support children with disabilities or specific requirements. Care must be taken to make the environment of the setting to be accessible for all children to use regardless of their needs. This may require ramps to be installed or disabled toilets to be fitted. The environment must be well lit, visually attractive, tactile and attractive. Space in the classrooms should be maximised to allow all children to have a sense of freedom. Grounds of the setting should be well maintained and be clear from any hazards which may endanger the children. Resources and activities should be adapted so all children are able to access them ie sand trays at waist height instead of being situated at floor level. SEN childrens needs should be thought of at the planning process with differentiation of activities not to challenging as they will loose interest and not too easy as they will not be fully engaged. They need to be planned to meet the individual needs of the child and age/stage appropriate. All children should have accessibility to the same resources. Some children may require specialist resources ie colour overlays for dyslexic children, flashcards, ICT programs designed to support phonics ie word shark, specialist interventions and 1-1 support. Attitudes of the adults working with SEN children need to be of a positive and understanding nature. Full training should be offered to these members of staff in new policies and procedures. Regular training in specialised areas should take place and involvement of all staff on the needs of certain SEN children. The SENCO must keep up to date with equal opportunities and inclusion policies and hold briefing sessions. Staff need to be available to support children who need assistance in simple personal issues ie dressing/undressing and medical conditions ie diabetics. Consideration needs to take place to help the children become more independent and to try things by themselves ie putting Velcro on dressing up costumes so all children can access the activity. Some children find it challenging to express their feelings, needs and preferences. Our staff who work with SEN children wear feeling flashcards on our lanyards so children can point to a picture to tell us how they are feeling. In Reception we use visual aids to help children decide what activity they would like to do/ show their preferences. We try and encourage independency through the use of computers word processing and dictaphones record their thoughts for the Big Write to help support them in their activities. Teachers try and keep their classroom setup the same so children learn where to find things and helps the SEN children establish routine and a safe/comfortable environment. Resources are clearly labelled with words/pictures and stored in the same location. Schools must be in regular contact with Parents at home supplying them with updates on process and new polices/procedures that affect their child. They must always liaise with outside agencies drawing on their expertise and advise in their particular areas. References The Impact of Parental Involvement on Childrens Education www.education.gov.uk/publications. Article 1 and Article 3 Convention on the Rights of Persons with Disabilities. Disability, Literacy and Inclusive Education for Young Children www.uni.edu/inclusion/benefits_of_inclusion.htm. Abbreviations SENSpecial Educational Needs IEPIndividual Education Plan

america the beautiful or the ugly :: essays research papers

Frederick Douglass (1817-1895) was the best known and most influential African American leader of the 1800s. He was born a slave in Maryland but managed to escape to the North in 1838. He traveled to Massachusetts and settled in New Bedford, working as a laborer to support himself. In 1841, he attended a convention of the Massachusetts Antislavery Society and quickly came to the attention of its members, eventually becoming a leading figure in the New England antislavery movement. In 1845, Douglass published his autobiography, "The Narrative of the Life of Frederick Douglass: an American Slave." With the revelation that he was an escaped slave, Douglass became fearful of possible re-enslavement and fled to Great Britain and stayed there for two years, giving lectures in support of the antislavery movement in America. With the assistance of English Quakers, Douglass raised enough money to buy his own his freedom and in 1847 he returned to America as a free man. He settled in Rochester, New York, where he published The North Star, an abolitionist newspaper. He directed the local underground railroad which smuggled escaped slaves into Canada and also worked to end racial segregation in Rochester's public schools. In 1852, the leading citizens of Rochester asked Douglass to give a speech as part of their Fourth of July celebrations. Douglass accepted their invitation. In his speech, however, Douglass delivered a scathing attack on the hypocrisy of a nation celebrating freedom and independence with speeches, parades and platitudes, while, within its borders, nearly four million humans were being kept as slaves. Fellow citizens, pardon me, and allow me to ask, why am I called upon to speak here today? What have I or those I represent to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? And am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits, and express devout gratitude for the blessings resulting from your independence to us? Would to God, both for your sakes and ours, that an affirmative answer could be truthfully returned to these questions. Then would my task be light, and my burden easy and delightful. For who is there so cold that a nation's sympathy could not warm him? Who so obdurate and dead to the claims of gratitude, that would not thankfully acknowledge such priceless benefits?

Human Cloning Should be Condemned Essay examples -- Argumentative Pers

Human Cloning Should be Condemned    On November 25, 2001, the news that a firm called Advanced Cell Technology had created human embryos by cloning added new urgency to Congress's and the nation's deliberations on this issue.    This past summer, by a 265-to-162 margin, the House of Representatives passed a carefully worded ban on human cloning (H.R. 2505) which President Bush has said he will sign into law. The leadership of the Senate nonetheless has refused to take action on this measure, or even to consider a temporary moratorium on human cloning research. Further delay will only encourage some researchers to take further irresponsible steps toward the laboratory manufacture and destruction of human life. Such inaction is morally irresponsible and could result in irreversible harm to our society.    Creating human life in the laboratory by cloning should be condemned because it reduces human beings to mere produc... ...f these embryos be allowed to survive. By passing such misguided and ineffective legislation, Congress for the first time would not only allow the destruction of an entire class of human beings but require such destruction.    Progress in stem cell research and other medical advances does not depend on the pursuit of human cloning. Rather, a regression in society's respect for human life and human dignity will occur unless human cloning is prohibited by law.   

Euthanasia Essay - Laws Against Assisted Suicide in Canada :: Physician Assisted Suicide

Laws Against Assisted Suicide in Canada "This is a very special day for me. It's the day of my release, the release from suffering, the release from the torment of my body." Those were the words of the very first Canadian to die through the process of doctor assisted- suicide, with the doctor being Jack Kevorkian. His name was Austin Bastable, and in the last few years of his life he became a crusader for the right to die with dignity. It has been only in these last few years, with the introduction of people such as Dr. Jack Kevorkian and Austin Bastable, that the world has begun to see the benefits made possible by the act of assisted-suicide. The prevention of suffering and pain made possible through this medicide, regarded as immoral for years, affects not only the patient but their immediate and distant relatives as well. Kevorkian told a judicial court the same one day in late April, early May: "Suicide is not the aim. Eliminating suffering is the aim, but you pay a price with the loss of a life." Although Kevorkian's methods have succeeded with some difficulty, in the USA, their northern neighbour, our great dominion of Canada, disallows the administration of this relieving practice. In our grand country assisted suicide is illegal. Cases of other terminally ill persons have surfaced throughout the news, the most prominent being those related to Dr. "Death" Kevorkian. We don't often think on what a terminally ill person might be like. They might be suffering from Lou Gehrig's Disease. They might be suffering from multiple sclerosis. They might be suffering from any number of other types of injuries and diseases. What we don't think about are the cases that bring out our most empathetic feelings. Take the case of one Christine Busalacchi, who was so severely injured in an accident that she now lives in what her father calls a "persistent vegetative condition." Vegetative is precisely the word to describe her condition. She has lost enough weight to cause her to appear as someone else. She has her right leg bent with her knee always in the air and her left foot is frozen in a quite unnatural manner.

Realities on Teen Pregnancy in America

Although the rate of teenage pregnancy in the United States has declined greatly within the past few years, it is still an enormous problem that needs to be addressed. These rates are still higher in the 1990's than they were only a decade ago. The United State's teenage birthrate exceeds that of most other industrialized nations, even though American teenagers are no more sexually active than teenagers are in Canada or Europe. Recent statistics concerning the teen birthrates are alarming. About 560,000 teenage girls give birth each year. Almost one-sixth of all births in the United States are to eenage women are to teenage women. Eight in ten of these births resulted from unintended pregnancies. (Gormly 347) By the age of eighteen, one out of four teenage girls will have become pregnant. (Newman 679) Although the onset of pregnancy may occur in any teenager, some teens are at higher risk for unplanned pregnancy than others. Teenagers who become sexually active at an earlier age are at a greater risk primarily because young teenagers are less likely to use birthcontrol. African-American and Hispanic teenagers are twice as likely to give birth as are white teenagers. Whites are more likely to have abortions. Teenagers who come from poor neighborhoods and attend segregated schools are at a high risk for pregnancy. Also, teenagers who are doing poorly in school and have few plans for the future are more likely to become parents than those who are doing well and have high educationsl and occupational expectations. Although the rate of teenage pregnancy is higher among low- income African-Americans and Hispanics, especially those in inner city ghettoes, the number of births to teenagers is highest among white, nonpoor young women who live in mall cities and towns. (Calhoun 309) In addition to the question of which teenagers become pregnant, interest is shown in the social consequences of early parenthood. Adolescent parents (mostly mothers) may find that they have a â€Å"lost or limited opportunity for education. (Johnson 4) The higher a woman's level of education, the more likely she is to postpone marriage and childbearing. Adolescents with little schooling are often twice as likely as those with more education to have a baby bafore their twentieth birthday. Some 58% of young women in he United States who receive less than a high school education give birth by the time they are twenty years old, compared with 13% of young women who complete at least twelve years of schooling. (Tunick 11) Teens who become pregnant during high school are more likely to drop out. Calhoun 310) A teen mother leaves school because she cannot manage the task of caring for a baby and studying, and a teen father usually chooses a job over school so that he can pay bills and provide for his child. (Johnson 4) Teen mothers usually have fewer resources than older mothers because they have had less time to gather avings or build up their â€Å"productivity† through work experience, education, or training. (Planned Parenthood 1) Because of this, teen mothers are generally poor and are dependent on government support. Newman 679) The welfare system is usually the only support a teen parent will receive. Welfare benefits are higher for families with absent fathers or dependent children. (Calhoun 309) In some cases, teen mothers may also receive help like Medicaid, Food Stamps, and â€Å"Aid to Families with Dependent Besides educational and financial problems, teenage mothers may face a great deal f emotional strain and may become very stressed. Teen mothers may have limited social contacts and friendships because they do not have time for anything other than their baby. Lack of a social life and time for herself may cause the teenage mother to become depressed or have severe mental anxiety. (Johnson 5) Depression may become worse for a teenage mother because she usually does not know much about child development or about how to care for their children. Children who are born to teenage mothers usually suffer from poor parenting. (Berk 188) Also, children of teenage parents start being exually active before their peers and they are more likely to become teenage parents themselves. These children may also suffer from financial difficulties similar to that of their parents. Children whose mothers are age seventeen or younger are three times as likely as their peers to be poor, and are likely to stay poor for a longer period of time. † (Calhoun 311) The children born to teenage mothers sometimes score lower on development tests than the children of older mothers. It seems that â€Å"rather than declining over time, educational deficits increase in severity and the children show lower academic chievement, higher drop out rates, and are more likely to be held back in school. † Teenage pregnancy comes with not only a child, but also many consequences. Teen mothers face greater health risks than older mothers, such as anemia, pregnancy induced hypertension, toxemia, premature delivery, cervical trauma, and even death. Many of these health risks are due to inadequate prenatal care and support, rather than physical immaturity. The teenage mother is more likely to be undernourished and suffer premature and prolonged labor. (Calhoun 311) The death rate from pregnancy omplications are much higher among girls who give birth under age fifteen. (Gormly 347) Poor eating habits, smoking, alcohol and drugs increase the risk of having a baby with health problems. Johnson 3) The younger the teenage mother is, the higher the chances are that she and her baby will have health problems. This is mainly due to late prenatal care (if any) and poor nutrition. (Planned Parenthood 1) An adolescent mother and her baby may not get enough nutrients and, because the mother's body is not fully mature, she may have many complications throughout the duration of the pregnancy. Along with the mother, the children of teenage parents too often become part of a cycle of poor health, school failure, and poverty. Infants born to teenage mothers are at a high risk of prematurity, fragile health, the need for intensive care, cerebral palsy, epilepsy, and mental retardation. (Johnson 5) Low birth weight is the most immediate health problem. Babies born to teenagers are often born too small, too soon. Low birthweight babies may have immature organ systems (brain, lungs, and heart), difficulty controlling body temperature and blood sugar levels, and a risk of dying in early infancy that is much igher than that of normal weight babies (five and one-half pounds or more). Calhoun 310) â€Å"The death rate for babies whose mothers are under fifteen years of age is double that of babies whose mothers are twenty to thirty years old. † (Johnson 5) Because of these extremely serious problems, many government, as well as local, organizations are fighting to stop the occurence of teenage pregnancy by helping to educate children of the risks involved and the consequences after. Some research indicates that â€Å"the percentage of teenage birthrates has declined simply because fewer eenagers are having sexual intercourse and more adolescents are using contraceptives. Researchers say that the recent trends in sexual activity and contraceptive use are the result of a number of factors, including greater emphasis on abstinence, more conservative attitudes about sex, fear of contracting sexually transmitted diseases, the popularity of long-lasting birthcontrol methods such as the contraceptive implant (Norplant) and the injectable (Depo-Provera), and even because of the economy. In addition, researchers say that young people have become somewhat more conservative in their views about casual ex and out-of-wedlock childbearing. Some attribute this change in attitude mainly to concern about sexually transmitted diseases. Others say that it is because of the involvement of conservative religious groups in the public debate over sexual behavior. Many researchers believe that the strong economy and the increasing availability of jobs at minimum wage have contributed to fewer births among teenagers. (Donovan 32) Americans, however, seem to be against some of the methods used by these various organizations to reduce the teen pregnancy rates. The most controversial aspect of adolescent pregnancy prevention is the growing movement to provide teenagers with easy access to contraceptives. † Most Americans believe that giving teenagers birthcontrol pills and/or condoms is the same as telling them that early sex is allowed. Some studies that were conducted in Europe show that some clinics in Europe that distribute contraceptives to teenagers have the same sexual activity rate as in the United States. However, in these European studies, it is apparent that teen pregnancy, childbirth, and abortion rates are Teenage pregnancy does cause many problems for the mother, child, and economy. There are, however, some incidences where the mother overcomes this down-hill trend and makes a successful life for her and her child. The outcome of teenage pregnancy turns out better if the mother goes back to school after she has given birth. (Berk 190) Staying in school may help to prevent teenage mothers from having a second pregnancy. (Planned Parenthood 2) The outcome is also better if the mother continues to live with her parents so that they can help to raise the child. Young, teen mothers need health care for themselves as well as their children. An adolescent mother also needs a great deal of encouragement to get her to remain in school. Single teenage mothers also need job training so that they can get a good job to support themselves and their children. Teen mothers need to be taught parenting and life-management skills and also need high quality and affordable daycare for their children. Schools that provide daycare centers on campus reduce the incidence of teenagers dropping out of school. These school programs also ecrease the likelihood that the teen mother will have more children. Berk 189) Because the government has begun to take action in preventing teen pregnancies, the rate has continued to decline. The large numbers of young people in America–as well as the values, health, education, skills they gain–will greatly affect the future of society. Therefore, increased attention should be given to the well-being of adolescents. Since greater care is being given to the young people, improvements are already occuring. The level of education that young people receive is much higher than that of their parents, and he â€Å"expectation that young people should obtain at least some secondary schooling† is growing. The numbers of women who have a child during their teen years is declining, and recognizing the impact of childbearing on education, parents and communities are continuing to discourage sexual activity, marriage, and motherhood at a young age. (Tunick 13) These recent trends, if continued, will more than likely educate the adolescent population about the risks and consequences of teenage pregnancy and reduce the incicence of teen pregnancy and childbirth altogether.

Growth and Development in Chhattisgarh: a Credible State

Chhattisgarh :Credible state with incredible potential Introduction Creation of the State of Chhattisgarh The creation of Chhattisgarh on November 01, 2000 fulfilled the demand for separate statehood that was originally raised in 1925 and subsequently rejected in the post independence era by the State Reorganisation Commission set up in 1954. The ‘Madhya Pradesh Reorganisation Act 2000’ was eventually passed by both houses of Parliament and approved by the President of India on August 25, 2000. This paved the way for the creation of the 26th State of India on November 01, 2000.The creation of the new State of Chhattisgarh has succeeded in granting a sense of identity to its people and has provided them with the unique opportunity to chart their own destiny. General Profile Chhattisgarh located in central India has been carved out of the sixteen eastern and south-eastern districts of undivided Madhya Pradesh. It is a landlocked state bound in the north by Uttar Pradesh an d Jharkhand, in the east by Orissa, in the south by Andhra Pradesh and in the West by Madhya Pradesh and Maharashtra.Chhattisgarh is the tenth largest State in India with an area of approximately 135000 sq kms. The state now consists of 27 districts in 5 divisions with capital in Raipur and high court at Chhattisgarh. The population of the state as per 2001 census is 2,55,40,196(prov. ) In terms of population the State ranks 16th. 80% of the total population lives in rural areas. A large portion of the State’s population comprises of tribals, scheduled castes and scheduled tribes. State has a population density 189 which is fairly low as compared to India.Sex ratio is 991 per thousand of males and ranks 5th in India in this regard. The literacy rate is 71. 04% which is still quite low. Competitive analysis of Chhattisgarh For a comprehensive analysis of the state it is important to assess the State’s potential in terms of its inherent strengths and weaknesses. The SWOT analysis which I am going to present is not intended to be exhaustive. However, it is indicative of some of the primary issues that the State will need to contend with, going forward with its strengths and opportunities. . WEAKNESSES ThreatsThe absence of large local markets, skilled labour, adequate physical infrastructure and low urbanisation are some of the key weaknesses of the State. Landlocked and limited local markets As a virtually landlocked area, the State has to depend heavily on its road and railway network, which is to a considerable extent limited. Additionally a large rural population coupled with low per capita income limits the size of the local market. However, a few cities in the State have demonstrated the potential to develop into substantial local markets, which is evident from their current levels of per capita spending ? Low telephone density The telephone density in the State is low as compared to the national average. This particularly inhibits the effici ent functioning of the service industry that depends heavily on Information and Communication Technology (ICTs). Opportunities Low skilled labour The relatively low level of industrialisation in the State has limited the development of skilled labour. The current availability of skilled labour is further restricted to select industries only due to the absence of a divergent industrial base Limited physical infrastructureState still have vast area of undeveloped land and regions that have been untouched by modern development. While this is the result of years of prior neglect in developing proper physical infrastructure but now constitutes the weakest link in the progress towards economic development Frequent droughts Although the average rainfall in Chhattisgarh compares well with several other states, neglect of traditional water preservation practices in recent times has led to frequent droughts. Further, the proportion of irrigated area in the State is only 16 percent of the t otal cultivable area.There is however, potential to raise the proportion of irrigated area to 75 percent of the total cultivable area Low urbanisation The State ranks low on urbanisation index with limited number of urban centres, which are confined to central Chhattisgarh. Low urbanisation and lack of adequate physical infrastructure are the key reasons why Chhattisgarh is low on national perception, and also ranks low on development indicators along with the perceived potential for development. THREATS Over dependence on natural resourcesThe State must take care to use its natural resources judiciously. An emphasis on balanced and all-round development would be essential to ensure environmentally sustainable growth. Having said that, there is little doubt that the optimal utilisation of natural assets holds the key to State’s development process Political compulsions Political will at all levels is a must to enable any kind of change. Any disruption in the pace or direct ion of proposed reforms could hamper the swift movement towards economic development Suspicion of and opposition to changeThe people of the newly formed State being accustomed to prior neglect, may look upon any kind of change with doubt or suspicion. The State must, in the spirit of participatory democracy, take steps to build consensus and infuse a sense of confidence in its people with specific reference to the objectives, direction and pace of economic development While it is absolutely essential to understand the weaknesses and threats (significant but not exhaustive), it is the aggregate of strengths and opportunities that infuses the State and its people with a sense of optimism about the future.STRENGTHS Rich natural resources Undoubtedly the biggest strength of the State, Chhattisgarh used to contribute 46% of mineral revenues to undivided Madhya Pradesh and is ranked second in the list of mineral producing States in the country. It has rich deposits of limestone, iron-or e, copper-ore, rock phosphate, manganese ore, bauxite, coal, asbestos and mica. In fact Chhattisgarh, along with Orissa and Jharkhand constitute over 80% of the nation’s coal reserves. Chhattisgarh also has proven reserves of diamond – which can, in the future, be a large source of income for the State.Although the State already has a substantial presence of core industries, a large part of the mineral potential is yet untapped, providing Chhattisgarh with a unique opportunity to use its mineral wealth to spur economic development. Apart from minerals, Chhattisgarh also possesses a large forest cover encompassing approximately 44% of the total geographical area. However, the true potential of the minor forest produce is yet to be assessed and utilised. The State has abundant but untapped water resources – essential for harvesting the potential of agriculture. Surplus power Chhattisgarh is fortunate to be one of the few States that are currently power surplus. Th is could be an important criterion for Industrialists making project and investment decisions, to Chhattisgarh’s advantage. Presence of low grade coal makes Chhattisgarh an ideal location for setting up of low cost pit head based thermal power plant, capable of generating power to meet the requirements of other States . By exploiting its unique location along with large coal reserves, Chhattisgarh has the potential to become the power generating hub of India Favourable labour climate Though the relative skill base is low, the presence of a large number of willing and able-bodied people contributes to the presence of a substantial workforce. The State has a high worker participation rate (male and female) and a high labour force in the 15-39 age group. It also has one of the lowest losses in person-days in the country attributed to labour problems Relatively low land cost With a lower population density and urbanisation ratio, the State would be able to offer land at extremel y competitive prices for some time to come ? Fiscal position The fiscal deficit situation of the State is currently under control. It also has reliable sources of public finance and possesses no deficit on account of either the State Electricity Board or Road Transport Corporation. This is contrary to the situation in other states, wherein these agencies are the principal contributors to the fiscal deficit. Political Leadership and Bureaucracy The number of bureaucrats and government employees compared to the other States in the country.This has also resulted in one of the lowest expenditures in the country on government functioning. The presence of a strong, committed and focussed leadership is an asset. OPPORTUNITIES ‘New State’ advantage The fulfilment of the demand for a separate State has given a new sense of identity and pride to the local people. Being a new State and with limited legacies of the past, this is a historic opportunity for Chhattisgarh. It can lev erage on this status to undertake reforms and frame policies to aid rapid social and economic development.No past legacies provide the State with an opportunity to prepare policies which are based on contemporary economic principles and which help create responsive governance. Location advantage The geographic location of the State is strategic – it borders seven states in the country. NH-6, which connects the west to the east, passes through some of the most industrialised areas of the State. Chhattisgarh could use this geographic locational to its advantage to develop a logistics and warehousing network to service the region. Demand for Energy in the countryWhile the rest of India faces acute power shortages, the same is not true of Chhattisgarh. Further, in view of the presence of large coal reserves in the State and the fact that it is situated in the middle of the national power grid makes it an ideal location for setting-up coal pit-head based thermal power plants. P artnership The State recognises the opportunity of an increasingly borderless world and the resulting benefits of forging partnerships with national and international communities, private and developmental institutions to spur economic development. Value additionCurrently a large part of exports from the State is in form of raw material (across minerals, agriculture and forest produce). The state could capitalise on the abundant availability of basic raw material to encourage setting up of processing units for ensuring value addition and subsequently increasing avenues for employment and enhanced income Service industry India has made rapid strides in the service industry in the past few decades. The State could potentially capitalise on these areas of country advantage, specifically in the field of information and biotechnology.It is precisely this aggregate of strengths and opportunities that gives the State a positive and optimistic outlook on the future and the confidence to d raft its Vision Statement. ————————————————- Chhattisgarh Economy The union ministry of Statistics, has included Chhattisgarh as one of the top four states posting 10. 8 per cent GDP growth during 2011-12. It may be termed as a ‘big success', as this was the third year the state has maintained over 10 per cent GDP growth which is more than the national average of 6. 5 %.Chhattisgarh’s success factors in achieving high growth rate are growth in agriculture and industrial production. Agriculture Sector Agriculture is counted as the chief economic occupation of the state. About 80% of the population of the state is rural and the main livelihood of the villagers is agriculture and agriculture-based small industry. The majority of the farmers are still practicing the traditional methods of cultivation, resulting in low growth rates and productivity. The farmers hav e to be made aware of modern technologies suitable to their holdings.Providing adequate knowledge to the farmers is essential for better implementation of the agricultural development plans and to improve the productivity. When a very substantial portion of the population is dependent on agriculture, a situation where nearly 80% of a state's area is covered only by one crop, immediate attention to turn them into double crop areas is needed. Also, very few cash crops are grown in Chhattisgarh, so there is a need to diversify the agriculture produce towards oilseeds and other cash crops. Chhattisgarh is also called the â€Å"rice bowl of central India†.Chhattisgarh has a limited  irrigation  system, with  dams  and  canals  on some rivers. Average rainfall in the state is around 1400  mm and the entire state falls under the rice agroclimatic zone. Large variation in the yearly rainfall directly affects the production of rice. Irrigation is the prime need of the st ate for its overall development and therefore the state government has given top priority to development of irrigation. Industrial sector Power sector Chhattisgarh is one of the few states of India where the power sector is effectively developed.Based on the current production of surplus electric power, the position of the State is comfortable and profitable. Strategically located in central India, Chhattisgarh's large surplus of power can be easily transmitted without losses to any of India's four grids. Chhattisgarh is in the chronically deficit western grid, and is linked to the southern and northern grids. Chhattisgarh provides electricity to several other states because of surplus production and its power hubs are  Korba  and  Bilaspur. Korba in Chhattisgarh is really the Power Capital of India.Apart from NTPC and State Electricity Companies, there are a number of private generation units of large and small capacity. The state government has pursued a liberal policy with regard to captive generation which has resulted in a number of private players coming up. As per a study made by the Power Finance Corporation Ltd. , New Delhi, the state has potential of 61000 MW of additional thermal power in terms of availability of coal for more than 100 years and more than 2500 MW hydel capacity. To use this vast potential, substantial additions to the existing generation capacity are already under way.Non conventional energy sources have been accorded very high priority. A special agency called CREDA (Chhattisgarh Renewable Energy Development Agency) has been set up, and over 1200 villages in dense forests are being electrified using off-grid energy. Micro-Hydel power potential is also being tapped in a big way, and several projects have been identified for viable private investment. Chhattisgarh is emerging as the Power Hub of India – which has the capacity to cover half the demand-supply gap in the entire country. Steel sector The steel industry is on e of the biggest heavy industries of Chhattisgarh.Bhilai Steel Plant, operated by  SAIL, with a capacity of 5. 4 million tonnes per year, is regarded as a significant contributor to the growth of the state’s economy . More than 100 steel rolling mills, 90 sponge iron plants and ferro-alloy units are in Chhattisgarh. Along with Bhilai, Raipur, Bilaspur, Korba and Raigarh have become the steel hub of Chhattisgarh. Today, Raipur has become the center of the steel sector, the biggest market for steel in India. Aluminium sector Bharat Aluminum Company Limited(BALCO), which has a capacity of around one million tonnes each year is the major contributor in this sector.Exports * Handcrafted wood, iron and steel, terra cotta, bell metal and handloom items are major attractions in the international market. * Chhattisgarh is the only state offering quality fabric in Tassar Silk/ Kosa, which has good export potential in the UK, France, Switzerland, Norway, the USA, Canada, Australia, So uth Africa and Japan. * The state has vast potential for exporting processed foods, organically grown cereals, herbal and medicinal products. * Agricultural products such as rice are presently exported in huge quantities to neighbouring countries .Derivatives and intermediates of rice products, processed foods and biodiesel have a huge potential for exports. * Mineral-based products including steel and pig iron, steel castings, forging and equipment, structural steel, cement and silico-mangnese are also exported from Chhattisgarh. Unlocking Natural Resources Realising the true potential of natural resources in Chhattisgarh would be one of the most immediate priorities of the state. This would ensure economic benefits to more than3/4th of the population and help create large markets within the State that would help propel growth in the secondary and the tertiary sectors.Unlocking the true potential of the natural resources would be contingent upon the State’s ability to addres s the issues facing agriculture, forestry, minerals and the water resources sectors as follows: Agriculture is the primary occupation of the people of Chhattisgarh. About 80% of the population depend on it for their livelihood. It is thus vital to the economy of the State, and any initiatives undertaken in this sector would have a lasting impact on the economy. Water being an important input for sustaining agricultural activities, its effective utilisation becomes vital for economic development.Chhattisgarh has sufficient water resources, but this resource largely remains untapped. In terms of the irrigation potential, it is estimated that 43- lakh hectare area can be irrigated as against the existing irrigation potential of 1. 34 lakh hectare Forestry has a significant role in the economic development of Chhattisgarh. 44% of the State is covered with forests, ranking it third in India in terms of forest cover. The State boasts of an abundance of minor forest produce like Tendu leav es, Sal seed, Mahua seed, gum, etc. , which have enormous economic potential Minerals: Chhattisgarh is rich in minerals.It produces 20% of the country's total cement produce. It ranks first in the nation for coal production and second in reserves, third in iron ore production and first in tin production. Limestone,  dolomite  and  bauxite  are abundant. It is the only  tin-ore producing state in the country. Other minerals include corandum,  garnet,  quartz,  marble,  alexandrite  and  diamonds Chhattisgarh has not fully realised the potential of its abundant mineral wealth. The presence of vast reserves of coal, iron ore, limestone, diamond, etc. have positioned the State second in the country’s list of mineral producing statesTOURISM Chhattisgarh, situated in the heart of  India, is endowed with a rich cultural heritage and attractive natural diversity. The state is full of ancient monuments, rare wildlife, exquisitely carved  temples,  Buddhistà ‚  sites,  palaces,  water falls, caves, rock paintings and hill plateaus. Most of these sites are untouched and unexplored and offer a unique and alternate experience to tourists, compared to traditional destinations which have become overcrowded. For tourists who are tired of the crowds at major destinations will like the  Bastar district, with its unique cultural and ecological identity.Conclusion Comparatively being a newly born state, Chhattisgarh is progressing by leaps and bounds. The global winds of changes can easily be sensed here. With its rich heritage it is competing with other states on number of counts and has been recognized at various forums for its achievements. It is both the land of opportunities and challenges. I, through this presentation could voice some of the challenges, which the state is facing, however with its inherent strengths, I am sure, the state will grow and develop at a high pace and can become leading state in the country.The people of Chha ttisgarh are determined to make the things happen, the way they have envisaged. The people are enterprising and are now well versed with change process. The state has exhibited growth pattern higher than targeted in recent past and would continue the trajectory. And therefore I must say in the end that Chattisgarh is the credible state with incredible potential. Now I would like you all to please watch this one minute video to get a feel of Chhattisgarh.

Congestive Heart Failure In Pediatrics Essay

Congestive Heart Failure is not a disease, but a condition in which the heart is unable to pump enough blood needed to meet the cardiac demands of the body and facilitate systemic circulation. Congestive Heart Failure can be right or left-sided, and is mainly a fluid issue, in which there is a decreased amount of blood to the kidneys. In children, CHF can be long term and is most common in infants; it can also result from heart failure where ventricle contractility is impaired after an increased workload on the heart. â€Å"For most infants diagnosed with CHF, the cause is Congenital Heart Disease†(Perry, Hockenberry, Lowdermilk, & Wilson, 2010, p. 1454). There are many signs and symptoms of CHF, and if untreated damage to the heart occurs. Labs and diagnostic tests can include: a metabolic panel, brain natriuretic peptide (BNP), CBC’s, x-ray imaging, and a fetal echocardiography for fetuses suspected of CHF. Medical treatment can be extensive, but easily implemented wi th preparation, attention, and care. Congestive Heart Failure can be divided into right sided heart failure (HF) and left sided heart failure (HF). Right sided HF is also known as Cor pulmonale, and is â€Å"failure of the right side of the heart that occurs after chronic hypertension in the pulmonary arteries and right ventricles of the heart. Right sided HF occurs with left sided HF and often results in fluid backup in the abdomen, legs and feet causing swelling† (â€Å"Cor pulmonale,† 2012, p. 1). Venous high blood pressure throughout the body causes an enlarged liver and spleen, and occasionally edema. â€Å"Left sided HF is the most common form of HF and may result in fluid backup in the lungs† and â€Å"increased pressure in the left atrium and pulmonary veins† (â€Å"Heart Failure,† 2011, p. 1). The lungs become congested with blood, causing elevated pulmonary pressures and pulmonary edema†(Perry et al., 2010, p. 1453). It is not usual to see only right sided or only left sided HF in children. Signs and symptoms of CHF include: anxiety and restlessness, clubbed fingertips, confusion, cool moist skin, cyanosis, dilated pupils, edema, fatigue, fright, pallor, petechia, and weakness; decreased BP, weak pulses, jugular vein distension, tachycardia(irregularly fast heart beats  including an S3 gallop), and decreased cardiac input within the cardiovascular system; dyspnea, shortness of breath on exertion, adventitious breath sounds such as crackles and wheezing or grunting, decreased oxygen saturation, tachypnea, orthopnea, and pulmonary congestion within the respiratory system; decreased urinary output as kidneys compensate for an increase in carbon dioxide by retaining sodium and water, renal overload and potential renal failure within the genitourinary system; and decreased motility, decreased bowel sounds, lack of appetite, nausea and vomiting, and ascites within the genitointestinal system. â€Å"If the abnormalities precipitating CHF are not corrected, the heart muscle becomes damaged†(Perry et al., 2010, p. 1454). Diagnosing CHF thru testing is performed in various ways. Blood tests for congestive heart failure checks for levels of a hormone called B-type natriuretic peptide (BNP). Large amounts of BNP could indicate CHF. Coronary catheterization, or angiogram, is used to identify the strength of ones left ventricle and the health of the heart valves using a dye that is visible under x-ray. An echocardiogram can be used to produce a video image of your heart’s size, structure and function. It can help doctors determine the percentage of blood being pumped out of the left ventricle. â€Å"Right heart catheterization is a test in which a catheter is inserted through the neck or groin and is guided into the heart to measure pressures within the chambers† (â€Å"CHF Testing,† 2011, p. 2). These various tests, or combinations of tests, helps guide health care teams in the proper treatment of CHF. Medical treatment of Congestive Heart Failure includes but is not limited to: improving the heart’s function; removal of fluid in the peritoneal and thoracic cavities; decreasing cardiac demands; increasing tissue perfusion; and treating anaphylaxis. The primary focus is treating any underlying causes of signs and symptoms associated with CHF. Improving cardiac function may be done with oxygen administration, repositioning patients for comfort and increased vascular circulation, and medication administration including: Digoxin (Lanoxin) which increases cardiac output by increasing the strength and contractility of the heart; and ACE inhibitors, such as Captopril (Capoten) and Enalapril (Vasotec), which inhibit vasoconstriction, thus vasodilating blood vessels. Removal of fluid in the peritoneal thoracic cavities may include fluid restriction, and be completed via paracentesis or thoracentesis, or by administering  diuretics such as Furosemide (Lasix) and Spironolactone (Adalactone), which decrease water concentration in the blood and in turn lower arterial blood pressure. â€Å"Diuretics are the mainstay of therapy to eliminate excess water and salt to prevent re-accumulation†(Perry et al., 2010, p. 1459). Children are not more likely to have sodium-restricted diets because they need a higher caloric intake than adults and they may not eat as much as adults with CHF. Decreasing cardiac demands includes keeping metabolic needs low and may be done by maintaining body temperature, limiting activity, reducing the work of breathing, and treating any infections so the body can reach homeostasis. Cool cloths, clustered care, oxygen administration, sedative medications to promote relaxation, and prophylactic antibiotics may all be effective treatment methods for decreasing cardiac demands. Increasing tissue perfusion can be done with oxygen administered via nasal cannula, face mask, face tent or oxygen hood and will increase oxygenation to the heart and blood vessels and â€Å"improve myocardial function or lessen tissue oxygen demands† (Perry et al., 2010, p. 1459-60). Oxygen dilates blood vessels and increases pulmonary blood flow. Treating anaphylaxis includes: identification of alle rgens, detection of early and late signs of anaphylaxis, and management of anaphylaxis. Identification of allergens is recognizing what people may be allergic to or what may trigger anaphylactic reactions. Early signs of anaphylaxis are irritability, headache, dizziness, itching, sneezing, watery eyes, and rash. Late signs of anaphylaxis are shortness of breath and wheezing, pulmonary edema, decreased cardiac output, and if untreated, death. Management of anaphylaxis includes establishing airways for patients that may need intubation; oxygen administration; antihistamine and vasopressor administration; and education of how to prevent future anaphylactic events. As a nurse caring for a patient with Congestive Heart Failure, one needs to complete thorough assessments to identify signs and symptoms of CHF, report any abnormal lab values or findings to physicians immediately, and be prepared to assist with any interventions needed to manage the condition and provide comfort and support to patients and their families. Nurses responsibilities include but are not limited to assessing patients and the severity of their condition, forming nursing diagnoses for potential risks to patients and staff caring for patients with CHF, observing for worsening conditions, planning and  implementing adequate and professional care for CHF patients and their families, correct medication calculation and administration, and evaluating the effectiveness of care for patients to ensure that conditions will improve. CHF is a condition that has affected the lives of many people. Some well-known persons include: Bill Clinton, David Letterman, Larry King, Mike Ditka, Tommy Lasorta, Dick Cheney, Phyllis Diller, Elizabeth Taylor and Victoria Gotti. Famous people such as these often have access to better health care because of financial stability. This often times proves beneficial when treating congestive heart failure in earlier stages, and helps them extend their lifespan with less signs and symptoms. Unfortunately they also live a life that is altered by their disease and ultimately no form of financial stability will cure the condition. Congestive Heart Failure is not a disease, but a condition in which the heart is unable to pump enough blood needed to meet the cardiac demands of the body and facilitate systemic circulation. There are many signs and symptoms of CHF, and if untreated damage to the heart occurs. Medical treatment can be extensive, but easily implemented with preparation, attention and care. References Cor pulmonale. (2012). Retrieved from http://www.ncbi.nlm.nih.gov/pubmedhealth/ PMH0001186/ Congestive Heart Failure Testing. (2011). Retrieved from http://labtestsonline.org /understanding/conditions/chf/start/1 Heart Failure. (2011). Retrieved from http://www.mayoclinic.com/health/heart-failure/ds00061/dsection=causes Perry, S. E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D. (2010). Maternal Child Nursing Care (4th ed.). Missouri: Mosby Elsevier.