Practice and Principles of Nursing free essay sample

Principles and Practices of Nursing We will describe collaborating with other health care professionals in the management of health care, and what should be done according to this regulation. (Oklahoma Board of Nursing, 2011). We will describe confidentiality and discuss how it affects the Nurses professional decision making in this Case study. We will discuss the ethical implications of placing this patient on the ventilator. We will discuss things the Patients brother Mr.Y should consider before agreeing to allow Dr. K to place the Patient Mr. E on the ventilator, and facts that affect the Patients Advance Directive. We will discuss violations of HIPAA seen in this Case Study. We will discuss the conduct of the Nurses in this case study. We will discuss the steps the professional Nurse should take based on the ANA code of ethics. Collaboration is not just cooperation, it is the combined efforts of a team to provide the best care possible (Nursing World, 2010). We will write a custom essay sample on Practice and Principles of Nursing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Physician and nurse should be working together to achieve the best care for this Patient. The Nurse and Physician should discuss the Patients condition and wishes and the wishes of the family if the Patient is incapable of making decisions for himself (Nursing World, 2010). The nurse and Physician should make certain the patients brother knows about the advance directive, so he will be able to make an informed decision about his brothers care. Confidentiality is very important in the medical field. Confidentiality represents a relationship between Patient and care giver of trust and respect for his privacy (Nursing World, 2010). If a Patient is unsure of privacy then the communication will be adversely affected. The Nurse in this scenario should never discuss patients in the dining area, the waiting room, or anywhere else that privacy can not be guaranteed (Nursing World, 2010). The nurse should never discuss the patients condition with family members if they do not have medical power of attorney or been given permission by the medical power of attorney to do so (Nursing World, 2010). The nurse should not discuss patient with other staff members unless they are directly responsible for giving care and have a need to know (Nursing World, 2010). This Patient has signed an Advance Directive and has named his brother as Power of Attorney (Nursing World, 2010 ). This fact was never discussed with the brother before this Patient was put on the Ventilator. The patients brother was not the one who gave permission for the procedure to put patient on the ventilator(Nursing World, 2010). The brother needs to tconsider these facts before giving Dr. K permission to place the patient on the ventilator. The patient has a low oxygen level of 88%. He has a low grade temp of 101 degree F. His mental capacity may not be adequate to make this decision without assistance (Nursing World, 2010). The brother needs to consider the fact that the patient had the Advance Directive before he became ill, and consider his ability to make decisions at the time he signed the advance directive (Nursing World, 2010). There were several HIPAA violations noted in this scenario. The physician spoke to the niece about the condition of the patient without consent of the power of attorney or the patient (Sheahan, 2011). The nurse spoke to other staff who were not directly responsible for the care of this patient (Sheahan, 2011). The nurse also discussed patient information in a very public place where anyone could overhear the conversation (Sheahan, 2011). The nurse who was directly responsible for this patient did not advocate for this patients rights. The nurse had information that she never gave to anyone in a position to make decisions for this patient (Nursing World, 2010 ). The nurses used derogatory language when speaking of this patient (Nursing World, 2010). The nurses had no consideration for the patients privacy or dignity in this scenerio. None of the nurses offered to help educate the nurse who admitted she knew nothing of HIPAA. The Nurse needs to protect the Patients privacy at all times. The nurse should Advocate for the Patients rights to refuse treatment or have his Power of Attorney make this decision for him (Nursing World, 2010). The nurse needs to insist the Physician or she herself speak with the brother again to clarify that the niece could give permission to place Patient on Ventilator before the procedure is performed. The nurse should never have gone to lunch before she had obtained permission from the power of attorney to allow the procedure to be performed. The Nurse should also give her fellow employees in the cafateria a copy of the Nurse Practice acts of Oklahoma, the Nurses Code of Ethics and HIPAA. She needs to be certain that all of the nurses involved including herself understands all three of these papers. The nurse should request that they not speak in a derogatory fashion of any patient, and make certain they understand that they are in violation of the nursing code of ethics and HIPAA (Nursing World, 2010). We have discussed the nursing regulation collaborating with other health professionals in the management of health care, it’s importance, and what the health care team should do in this situation (Nursing World, 2010 ). We have discussed confidentiality, and the professional Nurses role in maintaining confidentiality. We have discussed the ethical implications of putting this Patient on the ventilator. We have discussed things his Brother needs to know and consider before making this decision for the patient and things that could interfere with the Advance Directive. We found several HIPAA violationa.  We have discussed the conduct of the nurses in this scenerio. We have discussed the things the professional nursw should do.

Ancient Mayan Civilizations

Ancient Mayan Civilizations The Ancient Mayan Civilization was built upon a rigid social structure based on their religious beliefs. They used a caste social structure in which divisions were based on wealth, inherited rank, privilege, profession, or occupation. Their beliefs were based on the fact that nature elements had the power to either help or harm. The Ancient Mayans used their social structure and beliefs to shape their daily lives.The Maya were a very religious people. They believed in many gods. All events centred around their religious beliefs. They wanted to stay in favour with the gods. In their belief system, the gods would bring the rain, heal the sick, bring plentiful harvests, and ensure the health and safety of the people if they were honoured. If the gods were angry, they would send drought, famine and disaster to the people. In order to keep the gods happy, they believed that a daily sacrifice of blood was necessary.English: National Museum of Anthropology in Mexico...They would open a woun d and let the blood drip onto a paper. The paper would then be burned in an offering to the gods. It was believed that the priests could see the spirits in the smoke. Kings would also give blood offerings, which would please the gods. The Maya had a strong belief in the afterlife. When a king or nobleman died, the Maya people believed that he became one with the gods and would go to live in the sky with them. The Maya worshipped their ancestors as if they were gods. The dead were buried with food, tools, clothing, and whatever would be needed for their journey. Tombs were built to bury their rulers, and sacrifices and special funeral rituals were performed there. Religion was used to explain natural forces that organized the cosmos into an ordered place. Its ideological...

Do You Need a Book Editor Why Authors Have to Hire Editors

Do You Need a Book Editor Why Authors Have to Hire Editors Do You Need a Book Editor? Why Authors Have to Hire Editors Do you really need to hire a book editor- especially when you self-publish?Let’s face itGone are the days when an aspiring writer only dreamed of publishing. Technology has made self-publishing about as commonplace as learning to drive.Heres what youll learn about hiring a book editor:Why do you need a book editor?What does a book editor do?What the self-editing process isWhen to hire an editing teamWhat is a good book editorHow much does a book editor cost?Accepting that you need an editorNOTE: We cover everything in this blog post and much more about the writing, marketing, and publishing process in our VIP Self-Publishing Program. Learn more about it hereWhy do you need a book editor?Tried and true strategies for creating, producing, and organizing content are readily available to any aspiring author along with a wide range of self-publishing courses from self-publishing companies and free resources that decode the once mysterious process of writing and publishing a book.An yone willing to put in the time, energy, cost, and effort can crank out and self-publish a book. It’s really that simple. Well, that’s the good news.Far less straightforward, however, is the multifaceted, often undervalued topic of book editing- the essential step that makes your manuscript actually worth reading.Working with an editor is, in fact, so important that some authors, particularly fiction writers, begin their writing process with an editor’s support. Most authors seek the help of an editor at the end stages of their process, and, depending on how much work was put into the first draft, hiring an entire editorial team may be necessary. If this sounds costly and time-consuming, it definitely can be, but these are included in the cost of publishing a book. Fortunately, the work and cost of editing your manuscript can be mitigated by educating yourself about the process, incorporating editing costs into your overall budget, and learning how to self-edit your manuscript, so you can be prepared for the last step in turning your manuscript into a finished book. And you thought writing the manuscript was the hard part!The Self-Editing ProcessAfter the grueling first draft is complete, many first-time authors find themselves dismayed by the unforeseen cost of editing. Not to mention overwhelmed by the extensive rewriting they are suddenly burdened with just when they thought the heavy lifting was over. Most novice writers are unaware that revision is 80 percent of the work involved in book writing. So if you get to that glorious moment when you finish your rough draft only to feel beaten down when you realize just how much revising you have to do, you’re not alone.For those unaware of what it will ultimately take to polish your manuscript for publication, the back-end job you are presented with at the last stages of writing a book can be both costly and extensive if you didn’t devote ample time to editing early drafts.But there is hope!Considering the following can help you prepare your draft for editorial review and save you money.When to Hire Your Editing TeamYes, I said â€Å"team.† When I worked in traditional publishing, every manuscript went through no less than four separate editors. Sometimes close to a dozen rounds of editing.And you know what? There were still usually a few typos that slipped through!Let that sink in for a second.Just as producing a manuscript involves a varied skill set- writing, formatting, cover design, etc.- so does editing it. Depending on your genre, writing skills, experience, and how much time you put into revising your draft and incorporating the feedback of trustworthy readers, you can determine which kind of editor you need to get you to the next phase without spending extra time and money. Estimating editing costs (along with the approximate time it will take to complete each stage of the editing process) in your budget and timeline will also save you ti me and energy finding top-notch editors you can afford. What makes a good book editor can I afford one?Well, yes. But only if you are willing to put the time and effort into your manuscript.Before you start reaching out to prospective editors, it is important to assess the work you’ve done from an objective standpoint so you can shop according to your budget and particular needs.Consider the following before hiring a book editor:Your overall budget for editingHow many beta readers have provided feedback (people who read your rough draft)Your experience levelYour timelineHow much time has been spent reworking the textIf you’ve never worked with an editor before, it’s important to know who does what and when to employ their services.There are a few different types of edits to be aware of before hiring an editor.Developmental editors address the big picture, looking closely at the content to analyze structure, plot, and characters in works of fiction and the rheto rical concerns, organization, and overall flow of ideas in non-fiction. Content editors analyze the existing content in the book itself. Specifically paragraph flow, tense, voice, and readability. Just remember that all editing is subjective. What one editor likes, another may not. So it is super important to find someone who specializes in your book genre for this stage.Copy editors focus on the nitty-gritty of grammar, syntax, punctuation, and clarity and may also revise and rework particular sentences or paragraphs. Proofreaders are the last readers/editors in line who myopically comb through the manuscript for any remaining errors. Just remember, if you didn’t have your draft copyedited first, the proofreader is unlikely to catch everything.Keep in mind no one is perfect. Typos happen. It’s just life.Depending on your genre, skillset, and budget, you may want to consult with developmental editors after you’ve written several chapters or even as you outline y our book and brainstorm.This will help you steer clear of major revision (hopefully) and set you on course for a smooth book writing process. In general, it’s a good idea to start assembling your team as you near the end stages and prepare yourself and your manuscript for editorial review.Heres an example of what you can (and should) find regarding the different types of book edits when you research your own editor.How Much Does a Book Editor Cost?Most editors do not charge by the hour. Book editing costs are assessed based on word count or by the page, and editing rates differ depending on the type you need. Generally, you can expect to pay anywhere from $.05-.18 per word for copyediting, $.03-.07 for developmental editing, and $.01-.02 for proofreading.These costs vary greatly depending on the editor’s experience, reputation, demand, and the amount of work they will need to put into your draft. It is not uncommon to spend several thousand dollars editing a full-lengt h book. But fear not! There are various approaches you can take to keep costs low if money is an issue.Heres how you can save money when hiring an editor:Assemble a team of beta readers who can provide feedback for revisions during the writing process. Share several chapters at a time, incorporate any feedback into your revisions, and choose people who are willing to give you honest notes. This can be particularly helpful for content-related issues.Consider hiring a college student or reader with a background in English who has a passion for editing and won’t be concerned about hurting your feelings.Check out freelance websites like UpWorkor even a great site called Scribendi. (Warning: if you source an editor from these sites, make sure you hire another, professional set of eyes to go over it afterward. There is no way to know what you are getting otherwise. Just because the draft comes back better than it was before, does not mean it was well-edited!)Take the time to educat e yourself about grammar, punctuation, outlining, and other technical issues, especially for nonfiction works. Rely on websites such as The Owl at Purdue for style guidelines and support with grammar, punctuation, and research concerns.Fiction writers may want to join a writers group or workshop to benefit from the help of others who have experience with your genre and can help you develop your craft, challenge flaws in your narrative or character development, and help you improve the overall quality of your story. A flawed plot or character is much harder to revise after you finish writing your book, so it’s important to catch such problematic aspects of your book early on.Don’t overestimate your skills and brilliance as an author! At least not when you’re working your early drafts. Even the best writers agonize over and discard much of what they initially produce, as there is simply no way around combining inspiration with structure.Read books on writing, seek information about the kind of writing you’re doing, and find ways to approach your work with a fresh perspective.Give yourself ample time and space away from your project so you can see it as clearly and objectively as possible.Accept that you will never be totally objective about your writing, and that you will need, no matter how great your book is, the help of others to turn your manuscript into a masterpiece.Your Book is Still Your BookWhen all is said and done, just keep in mind this is your book and no one else’s. The beauty of self-publishing is that you have the final say in your own work.There is no big, bad publisher denouncing your creative freedom.If you don’t agree with some of the suggested edits, delete them! Your editors don’t know your book-baby as well as you do. So, while expert feedback is essential to creating a polished, professional-quality book, have some faith in yourself and your writing.You chose to write for a reason. So keep that in mind as your editor chops up the book you worked oh-so-hard on.When you find the right editors (and it may take a few tries), whom you work well with, hold onto them! If you do, it will be mutually beneficial as you create and build together.Happy editing!Are you ready to publish your book for success?Hiring a book editor is just one of the many steps necessary in the publishing process.In order to avoid making mistakes when publishing, watch our free training that goes into depth on how to succeed as a self-published author.

Managing Financial Resources on Tesco and Sainsbury Essay

Managing Financial Resources on Tesco and Sainsbury - Essay Example Both the companies Tesco and Sainsbury are a retail giant multi-chain retail stores. Both the companies are companies have achieved profitability in the financial year 2013. Looking at the financial statement both the companies are in the relatively safe position in terms of profitability. On the overall Sainsbury has a better profitability margin than Tesco. With regards to the Liquidity ratio both the company are in a similar position. Both the companies should look at improving their financial performance to improve their return to the shareholders. Tesco PLC is a multinational grocery store located in Cheshunt, United Kingdom. It is presently the second largest retailer in the world in terms of revenues. It has its presence in 14 countries across Europe, Asia and North America. Tesco was originally a grocery retailer and has diversified geographically into many areas like books, clothing, retailing, furniture, electronics, petrol and software. It also has its presence in telecoms , financial services and internet services, music downloads and DVD rental. This report will take a look at the financial performances of the two companies; discuss possible users of such analysis and what they can do with this information. Discussion Profitability ratios Three profitability ratio for Sainsbury and Tesco are shown below Profitability Ratio for the year ended 2013 Sainsbury Tesco Gross profit margin 0.05 0.06 Net Profit margin 0.03 0.02 Return on Equity 0.11 0.08 Gross Profit margin is used to measure the financial health of a company. It reveals the amount of money which is left over after deducting the cost of goods sold from the revenues. It is the source of paying for additional expenses and future savings. It indicates the manufacturing efficiency of the production process for the company. A high gross profit margin signifies that a company can make profit while keeping the overhead cost in control. A low margin indicates that a company is not able to control it s production cost. Retail Industry average of Gross profit margin is around 10%. But for both the companies it is below the industry standard. For Sainsbury it is 5% and for Tesco it is 6%. For both the company the cost of sales is high as percentage of its sales. For Sainsbury the cost of goods sold comprises of 95% of the sales figure and for Tesco it is 94%. Both the company must try to reduce its operating cost to improve its efficiency. There are ways to improve the gross profit margin. The company should look to optimise its price structure and should not look at discounting their prices. The company should try to sell goods at higher margins. The company should try to improve the inventory systems like less theft, stock obsolescence. Net Profit Margin The Net profit margin is how much dollar is earned by the company ultimately for each dollar of sales achieved by them. Similar to gross profit margin, their ratio shows the efficiency of the company. This ratio shows the compan y’s pricing policies and how efficient the company is in running its operation. Retail Industry average of Net Profit margin is 10%. For both the companies the ratio is well below the industry average. For both the companies the Net profit margin is nearly the same. They must try to improve their ratio so that the efficiency increases. The companies should try to increase their volume of goods sold. They should aim to decrease their purchase cost, increase their conversion rate of raw materials, and sell goods at higher margins. Return on Equity Return on Equity is another measure of efficiency of the management in generating the returns for the capital invested by the shareholders. The higher is the ratio the better it is for the shareholders to invest their money into the company. In retail industries companies require huge capital to invest in their business. Hence the companies should generate high returns. The industry average of ROE is 15%. Both the companies are both b elow their standard figure. ROE of Sainsbury is higher than that of Tesco. This shows that

An auteur and The Rear Window film Assignment Example | Topics and Well Written Essays - 500 words

An auteur and The Rear Window film - Assignment Example What is meant by the term genre? What genre is Rear Window and what recognizable elements are present in the film that help to identify its generic identity? A genre is any category that literature and art in general falls in. This takes into consideration the content, technique employed, style and the presentation of the subject matter. Music for instance, has different genre. This means that every type of music has a certain genre that it falls in. Rear Window film falls in drama film type of genre. This is because of a number of reasons. Firstly, there is intense display of emotions. The story is also based on real life issues that take place in everyday live activities. A drama film majorly focuses on such; emotions and being based on real life issues. 3. What are the principal themes in Rear Window? In other words, what is the film about? Bear in mind that this is a different issue than thinking about what happens in the film (though they are closely related of course). What are the bigger ideas to which the film is pointing us? There is the theme of conflict where there is some disagreement between Jefferies and himself, Jefferies and the neighbours and Jefferies and Stella. Jefferies is not ready to agree to what happened to him, being confined in a wheel chair. He is also not comfortable with what is happening to his neighbours. As a result, he sits to watch them, something that is making him to have a negative attitude towards marriage, leading to the second theme.

Sexual Abuse and Subsequent Suicidal Behaviour Essay Example for Free

Sexual Abuse and Subsequent Suicidal Behaviour Essay ABSTRACT. Suicidal behaviour is a cause for concern among many western countries; in general, it is most common among young women. This research used qualitative methods to explore the narratives of 24 Cate Curtis, PhD, lectures in psychology at the University of Waikato, New Zealand. She is interested in female self-harming behaviour, including self-mutilation and suicidal behaviour; social factors implicated both in engaging in self-harm and in recovery, particularly the roles played by family and friends; and barriers to help-seeking behaviour such as stigma. She is also interested in the ways people diagnosable with mental illness make sense of their experiences of being â€Å"unwell† and their experiences as consumers of mental health services. Cate has also worked in a number of social service agencies as a youth and community worker. Address correspondence to: Cate Curtis, PhD, Psychology Department, University of Waikato, Private Bag 3105, Hamilton, New Zealand (Email: [emailprotected]). The author wishes to thank the participants who candidly shared their experiences of suicidal behaviour and sexual abuse, and hopes that the opportunity to have their voices heard through this paper goes some way to repay their contribution. amine the meanings of events leading to and implicated in the recovery from suicidal behaviour. The research confirms sexual abuse as a common precursor to suicidal behaviour; several women asserted that they would not have attempted suicide if they did not have a sexual abuse history. KEYWORDS. Sexual abuse, suicidal behaviour, adolescent mental health, intervention Barriers to early death are increasingly strengthened through advances in medical science; we are more aware of the causes of premature death than ever before. Yet some young people continue to attempt (and in some cases succeed) to take their own lives. Internationally, adolescents and young adults are at greater risk of suicidal behaviour than other age groups (Gould et al., 1998; Romans, Martin, Anderson, Herbison, Mullen, 1995), and while males complete suicide at higher rates than females, rates of suicidal behaviour in general are considerably higher for females (Ministry of Youth Affairs, Ministry of Health, Te Puni Kokiri, 1998). Examinations of risk factors for suicidal behaviour have largely been quantitative in nature, seeking to determine correlations. Also, the majority of studies have been conducted with clinical populations. The research discussed in this paper attempts to address these possible methodological issues through the use of qualitative methods with a community sample. The paper discusses the experiences of women who engaged in suicidal behaviour while under the age of 25 through their first-hand accounts. Of particular interest is the relationship between sexual abuse and subsequent suicidal behaviour, and how sexual abuse impacts upon help-seeking behaviour and the efficacy of interventions for suicidal behaviour. Adults who have been victims of sexual abuse as children or adolescents report significantly greater symptoms indicative of depression, anxiety, and self-abusive and suicidal behaviour. In a 1992 study by Saunders, Villeponteaux, Lipovsky, Kilpatrick, and Veronen, abuse survivors were significantly more likely than others to meet diagnostic  criteria for agoraphobia, panic disorder, obsessive-compulsive disorder, major depression, social phobia, and post-traumatic stress disorder (PTSD). Vajda and Steinbeck (2000) found that childhood sexual abuse is a stronger predictor of repeated suicidal behaviour than individual characteristics and other stressors, and Read, Agar, Barker-Collo, and Davies (2001) found that â€Å"Current suicidality was predicted better by child sexual abuse (experienced on average 20 years previously) than a current diagnosis of depression† (p. 367). Rodriguez-Srednicki (2001) reported increased rates of drug use, alcohol abuse, disordered eating, risky sex, dissociation, self-mutilation, and suicidality in a sample of 175 female college students who were survivors of childhood sexual abuse, as compared to 266 female college students w ith no reported history of abuse. Likewise, elevated rates of depression, anxiety, low self-esteem, drug or alcohol abuse, suicide attempts, and psychiatric admission were found in McCauley and colleagues’ (1997) study of childhood physical and sexual abuse in American women. Similar findings are reported by Polusny and Follette (1995), Silverman, Reinherz, and Giacona (1996), Stepakoff (1998), Read et al. (2001), and Read, Agar, Argyle, and Aderhold (2003) have linked sexual abuse to hallucinations, delusions, and thought disorders. Sexual abuse has been linked to a number of negative psychological outcomes in addition to diagnosable disorders. Effects include trouble sleeping, nervousness, thoughts of hurting oneself, and learning difficulties. Women whose abusive experiences occurred within the family are at greater risk of disturbance than other women (Sedney Brooks, 1984). Wagner and Linehan (1994) reported that not only are women who have been sexually abused more likely to engage in deliberate self-injury, their behaviour is also more likely to be lethal than that of women who did not report abuse. More recently, Gladstone, Parker, Mitchell, and Malhi (2004) argued that depressed women with a history of childhood sexual abuse may require specifically tailored interventions. While a casual reading of the literature may suggest that most women who have been sexually abused go on to experience psychological problems, the Otago Women’s Health Study found that only one in five women who reported sexual abuse as a child developed a psychiatric disorder (Ministry of Health, 1998). Reviewing a number of studies, Goodyear-Smith (1993) argued that the other forms of abuse and family dysfunction that tend to occur alongside sexual abuse may in fact play at least as great a part in later depression and psychological problems. Boudewyn and Liem (1995) suggested that the longer the duration and the more frequent and severe the sexual abuse, the more depression and self-destructiveness is likely. In a large random community study, Romans, Martin, and Mullen (1997) found that of their 252 participants, 26% of the participants reported sexual abuse before age 12 and 32% were sexually abused by the age of 16. Twenty-three (4.8%) of those interviewed reported a history of deliberate self-harm, and 22 of these 23 reported childhood sexual abuse. The one woman who self-harmed without a history of childhood sexual abuse reported sexual and physical assault as an adult. It should be noted that the vast majority of women who were sexually abused did not report self-harm. A clear â€Å"dose effect† was found: the more frequent and intrusive the childhood sexual abuse, the stronger the association with selfharm. This was also found in a study by Mullen, Martin, and Anderson (1996). Sexually abused participants who had self-harmed were more likely than other survivors of sexual abuse to report depression, anxiety disorders, eating disorders, and to drink alcohol in excess of the r ecommended guidelines. They were also more likely to have experienced psychosocial disadvantage in their families of origin, such as low care/ high control relationships with their parents, parental discord, paternal depression or alcohol abuse, and physical abuse. Romans and colleagues’ study clearly demonstrates that although not all women who have  been sexually abused go on to harm themselves, the majority of women who harm themselves have been sexually abused. Although exact figures cannot be obtained and various definitions1 are used in the research, sexual abuse in girls and young women is not uncommon, and it is generally accepted that females are far more likely to be victims of sexual abuse than males. For example, Saunders and colleagues (1992) reported that 10% of the women in their study in South Carolina had been raped during childhood, a further 15.6% had been molested, and another 12% had been the victims of non-contact sexual assault (such as indecent exposure). When studied at age 18, 17% of females in a longitudinal study reported experiencing sexual abuse before age 16 (Fergusson, Lynskey, Horwood, 1996). However, it has been suggested that survivors in this age group are inclined not to report the abuse they have suffered (Ministry of Health, 1998). A study of 3000 women aged 18-65 (Anderson, Martin, Mullen, 1993) reported 32% being sexually abused before age 16. Using a somewhat narrower definition2 of sexual abuse than some, Muir (1993) found prevalence rates of 38% among women and 10% among men in her sample of university students. However, Romans, Martin, Anderson, Herbison, and Mullen (1995) argued that until recently most studies have involved atypical samples such as social agency clients and clinical inpatients, and criticisms of the link between childhood sexual abuse and later suicidality have been based on these methodological issues; for example, clinical inpatients may not be representative of the wider population of survivors of sexual abuse. Disclosure of abuse appears to be difficult for many survivors of sexual abuse, particularly disclosure to police or others outside their circle of significant others. This may have implications for the efficacy of counselling and therapy. International studies reviewed by Muir (2001) suggested that 20-30% of survivors of childhood sexual abuse do not disclose until adulthood, and in over half the cases where disclosure occurred during childhood (usually to a parent or parent figure or friend; only 4% disclosed  to a community figure, such as police, teachers, or social workers), no action was taken. The majority of participants in Muir’s (1993) study reported feeling scared, humiliated, guilty, and powerless at the time of the abuse. When asked how they felt immediately after disclosure, approximately one-third gave negative responses, such as guilt or shame. In some cases, the response of the person to whom they had disclosed was negative or unsupportive. For some participants, negative responses to the question seem largely predicated on a lack of response by the person disclosed to, or little change to the situation. Another study conducted by Muir (2001) found that fear of the consequences frequently affected women’s ability to disclose. Anderson and colleagues (1993) reported that only 7% of sexually abused participants reported the abuse to police or social services, and Romans, Martin, and Mullen (1996) suggested that sexual abuse by a family member is much less likely to be reported to police or social services than if the abuser is outside the family. In many cases, fears were not unfounded: disclosures were often met with disbelief or rejection on the part of the confidant. Similarly, Myer (1985) reported that of 43 mothers who attended a programme for mothers of father-daughter incest victims, only 56% protected their daughters, with 9% taking no action and the remaining 35% rejecting their daughters in favour of their partners (the perpetrators of abuse). Members of the latter two groups either denied the abuse took place, or blamed their daughters, claiming, for instance, that their daughters were seductive, provocative, or pathological liars. Denial of abuse during childhood is often particularly disempowering and engenders a sense of betrayal and may result in the abuse continuing. Withholding disclosure may be a way to retain control over one’s memories and emotions; as Muir (2001) discussed, control (or the lack of it) is frequently an important issue for survivors of abuse. Control may also be maintained through selective disclosure, or choosing confidants that maximise confidence about disclosure. It seems possible that  disclosure may impact mental health and potential suicidality, depending on how the disclosure is dealt with. If abuse is disclosed when it first occurs and is appropriately dealt with, the abuse survivor will have the opportunity to take whatever steps she feels necessary to re-establish her emotional equilibrium. On the other hand, if she is unable to disclose the abuse, or it is not dealt with appropriately, she may be at greater risk of feelings of guilt, anxiety, low self-esteem, and depression and the abuse may continue. These emotional responses could, in turn, lead to suicidality. Holguin and Hansen (2003) suggested that in addition to the impact of the abuse itself, the consequences of being labelled as sexually abused may have detrimental effects. They argued that the combination of negative expectations and biases may create a self-fulfilling prophecy, but acknowledge that further research into this area is required. Additionally, the mother’s response to a disclosure of sexual abuse is central to her daughter’s recovery (Candib, 1999). Furthermore, perpetrators of sexual abuse are rarely identified and even more rarely punished (Candib, 1999); if a girl’s mother does not support her, she may well receive no support at all. A link between delayed disclosure of abuse or inadequate response to disclosure and subsequent suicidal behaviour does not appear to have been researched. However, given what is known about increased likelihood of suicidal behaviour among survivors of sexual abuse, it seems plausible that the addition of a lack of support to deal with the abuse may exacerbate suicidality. In summary, the literature reviewed suggested that sexual abuse leads to an increased likelihood of depression, anxiety, trauma, and substance abuse, all of which have been associated with suicidal behaviour. While it would be incorrect to say that the majority of survivors of sexual abuse engage in suicidal behaviour, there is no doubt that the risk is increased, and Romans and colleagues’ findings (Romans et al., 1995, 1997) suggested that the majority of young women who attempt suicide have been sexually abused. Candib’s (1999) and Muir’s (2001) findings that those who do not disclose abuse or whose disclosure does not result in appropriate responses are at increased risk of distress suggests that the likelihood of subsequent suicidal behaviour may be raised in these groups; however, there appears to be little research on this topic. This research sought to explore the perceptions of women who had engaged in suicidal behaviour. While the  literature discussed above clearly points to a link between childhood sexual abuse and subsequent suicidal behaviour, the author was concerned to avoid assumptions about linkages between the two. The purpose of the research was to determine  how the women concerned (i.e., the survivors of suicidal behaviour) saw their behaviour, what they considered to be the factors that led to their suicidality, how they made sense of their actions, and how they moved beyond suicidal behaviour. Therefore few restrictions were placed on criteria for inclusion in the study and a research method was chosen that minimises the impact of the preconceived ideas of the researcher. Experience of sexual abuse was not a necessary criterion for inclusion in the study. Rather, this was a study of female suicidal behaviour that revealed a high prevalence of sexual abuse in participants’ histories. METHODS The population of interest in this research was women who engaged in non-fatal suicidal behaviour while under age 25. As noted by Gould and colleagues (1998), clinical samples demonstrate higher rates of co-morbidity than community samples, leading to an increased risk of sample bias. Due to this potential bias, and because a large number of young female self-injurers do not come to the attention of a mental health professional, a qualitative approach that included a non-clinical population was used. Eligibility for participation in the research included prior engagement in suicidal behaviour, while under age 25, cessation of suicidal behaviour for at least one year, and self-assessed as having recovered from suicidality. The latter two criterion were included both to ensure a degree of safety from distress that might have occured through taking part in the research and to increase the likelihood of participants having had some time to reflect on the cessation of their suicidal behaviour. However, it is acknowledged that the decision that suicidal behaviour should have ceased at least one year prior to participation is somewhat arbitrary. Personal experience of sexual abuse was not a criterion for participation. Participants were recruited through  presentations made to third-year and graduate psychology classes, through items placed in magazines and newspapers, via the e-mail lists of relevant information networks, and through letters and information sheets sent to relevant community organisations such as women’s groups and community support groups. Potential participants were invited to contact the researcher. An initial recruitment discussion took place during which the purpose of the study was discussed, along with eligibility criteria. Participants were asked if they had questions and then offered a written information sheet. Following this, eligible participants were invited to take some time to consider whether they wished to proceed and to contact the researcher again  if they did. Most participants decided immediately that they wished to proceed and made an appointment for an interview. Two possible participants were not heard from subsequent to the recruitment discussion, and one cancelled her appointment. Participants A total of 24 women took part in the research. The participants formed a diverse group; efforts were made to recruit participants from a variety of backgrounds, in an attempt to obtain a sample as representative of the population of interest as possible, given the sample size. The youngest participant was aged 21 at the time of the interview, while the oldest was 46. The average age was 29.6 years. All participants were born in New Zealand and of European descent, although two also were of Maori ethnicity (the indigenous people of New Zealand) and one was part-Asian. Most (n = 23) of the participants spent their childhood living with at least one biological parent, with the remaining participant had been adopted. However, only 11 participants reported that their biological parents were cohabiting at the time of the participant’s first suicide attempt. In eight cases, the parents separated at some point of the participant’s childhood or adolescence; in three cases one parent had died, and in one case both parents had died. Eleven participants were living in cities at the time of their first suicide attempt, nine in towns, and four  in rural areas. Socio-economic status and education levels were mixed, possibly as a result of the recruitment process; thirteen participants had completed some university courses. Interview and Procedures An open-ended, semi-structured method of interviewing was chosen in recognition that an attempt to fit the participants’ varied experiences into a â€Å"one size suits all† structure would risk losing the subtleties of their interpretations. This method facilitates access to information the researcher could not have considered (Burns, 1994). In line with the narrative approach, once the preliminaries to the interview had been conducted (discussion about consent, recording of the interview, making the participant comfortable, discussion of the topic, etc.), the participants were encouraged to tell their â€Å"story,† beginning with the background to becoming suicidal. Participants were asked in general terms how or why they became suicidal. They were not prompted by having possible risk factors suggested, such as sexual abuse. During this stage, the researcher’s  role was solely one of encouraging the process of story-telling. The second stage was one of seeking clarification and elaboration as required. Interviews lasted an average of two hours and all except three were conducted face to face, with two others being conducted by telephone and the remaining one a combination of telephone and electronic mail. Face-to-face interviews were conducted at the place of choice of the participant (in one case, at the participant’s workplace; in another, at the offices of a participant’s counsellor; and the remainder evenly split between the researcher’s university office and the participants’ homes). All face-to-face and telephone interviews were audio-taped. When transcribing was complete (within two weeks), a copy of the transcription was given to each participant to check for accuracy. No participants requested changes be made other than adding or correcting some details. Thematic data analysis was performed utilising the QSR Nud*ist qualitative data analysis software package. A suitable coding structure was developed through this process,  with branches for risk factors, other self-harming behaviours, interventions/therapies, and factors in cessation. Results A range of both proximal and distal factors were discussed by participants as contributing to their suicidal behaviour. Although suicidal behaviour was often triggered by an immediately preceding event, it was clear from the participants’ narratives that suicidal behaviour occurred against a background of long-term disturbance and dysfunction. All participants spoke about combinations of factors, and, with the exclusion of two women who considered that their suicidal behaviour was primarily due to biological causes (Kate and Lucy3), all the participants spoke of issues within their family being key contributors. While the divorce of parents does not seem particularly common (eight out of 24 participants), most of the others spoke of a large amount of parental conflict that did not result in divorce. Additionally, there were five parental deaths, two of which were suicides, and a number of other issues as discussed above. Almost all participants spoke of some level of physical or emotional abuse within the family that was sufficiently severe to be considered a cause of their suicidal behaviour.

Officer Fatigue Essay -- Police Departments, Moonlighting

Officer fatigue Officer fatigue can be a quite serious problem for police departments. Excess fatigue will generally reduce alertness, decrease performance and worsen mood. These symptoms can reduce officer's performance and safety with potentially life-threatening effects. Patrol officers are expected to remain alert and able to resolve complex, emotional, and potentially dangerous situations. They are expected to be able to multi-task, as well as stay alert during periods of inaction. These activities can be quite difficult for a fatigued officer to complete (Vila 1996). Community oriented policing efforts can be seriously compromised by officer fatigue with excess officer fatigue harming community-police relations (Vila & Taiji 1999). In several cases, the result of officer fatigue has been fatal both for the officer and for civilians involved in fatigue related incidents (Vila & Kenney 2002). There is not standardised or regulated method of controlling the time officers spend working as there is for pilots and truck drivers. As such, limited only be department policies, many officers will work enormous amounts of extra hours in overtime or moonlighting. There have been reports of officers in both Florida and Massachusetts working up 3,000 additional hours per year (Vila & Kenney 2002). In a study of the Jacksonville, Florida police department, the majority of officers were found to be moonlighting. Most of these officers moonlighted for ten hour or less per week. A number though worked over sixty additional hours per week, leading to average work weeks exceeding 100 hours. At the time, the department did not any polices restricting moonlighting hours. The then recently elected sheriff, reported planning to change this polic... ...ict of interest. While less likely to occur, a police officer moonlighting in certain medical fields or in some religious roles could conceivable create similar conflicts. Moonlighting officers will generally only respond to activity within their employer’s property. Many police state that they would intervene in some crimes such as robberies even if occurred outside their employed area, but said that they would leave most crimes to on-duty officers (Stewart 1985). This creates a situation that is both theoretically problematic and potentially harmful to the agency’s image. To the public, there is no reason why an apparently working officer in uniform should not be responding to ongoing criminal activity. The public sees only an officer not responding to a crime, the fact that they are actually moonlighting at the time and are not on-duty is lost on most people.

Is Batman a Real Superhero

Is Batman a real super hero, according to a lot of people they would say he is not and when you would ask for a reason why not; they will usually always give the same reason that he can’t be one since he has no super power. But I’m writing this paper to show that a superhero isn't necessarily defined by his powers, but rather, his zeal for fighting crime and his innate ability to do so. Batman may not have super human powers but he shares every other trait that other super heroes have that define them. As well another example of why we may consider Batman to be a real super hero is Lex Luthor, Lex does not have any super powers but he is defiantly a super villain, thus with him being a super villain how could we not agree to Batman being a super hero. Interestingly, the term â€Å"superhero† has been traced back to its first appearance in a 1942 story by Joe Simon and Jack Kirby, when it was used to describe the costumed character â€Å"the Guardian,† who also had no â€Å"super-powers. The term â€Å"super† is a coinage of the 1920s, when it came into vogue as a contraction of the word â€Å"superior† and should not be construed as always meaning something beyond the ability of ordinary humans; â€Å"super† does not have to be synonymous with â€Å"impossible. † Note that in the link below, it is clearly stated that â€Å"characters need not have actual superhuman powers to be deemed superheroes. † Batman is also served up there as an example of one of the world's best known â€Å"superheroes,† and he is the prototype of scores of costumed heroes who have no superhuman powers. Clearly, Batman qualifies as a â€Å"superhero† and opinions to the contrary are exactly that, mere opinions, and may be ignored with a clear conscience. Webster defines being a super hero as a type of stock character possessing â€Å"extraordinary or superhuman powers† and dedicated to protecting the public and has some visual characteristic (typically an outfit) that makes him/her identifiable. Batman defiantly fits this definition to the teeth, since he has dedicated his whole (fictional) life to the protecting the citizens of Gotham City, and everyone out there has to admit he has some pretty extraordinary powers. But what else defines as super hero: A strong moral code, which will include being willing to risk one’s own life in order to help someone help and expecting nothing in return. Such code can also include the refusal or strong reluctance to kill or wield weapons. Batman has never killed anyone and doesn’t use guns, he uses gadgets and stealth to subdue his enemies and then make sure they are handed over to the police force. Also a strong motivation and a sense of responsibility with a hint of some personal vendetta against criminals, like with Batman’s vendetta against the people mugged and shot his parents when they were coming out of their play they were attending. A super hero must also have a secret identity that will protect their family and friends from being the target of his enemies. Batman doesn’t have a lot of close friends but the ones he does he wants to protect from villain’s such as the Joker and the Riddler. Heroes must also have a distinctive costume in order to conceal their identity from the public. They must also have an underlying motif that resembles the heroes name, personal effects and other aspects the character has come to represent, for example Batman takes his name obviously from a Bat, operates at night designs all of his gadgets with a â€Å"bat† prefix, and most importantly the â€Å"batmobile† tends to resemble a bat. Heroes must also have a supporting cast of recurring characters in there comic books, though not all of them will not know the super heroes secret identity which will make the heroes personal relationships with them complicated by the dual life. One of the most important parts of heroes is their enemies they fight. Super heroes will usually start by fighting run of the mill villains with no exceptional gifts, but then later on usually super villain’s will start to appear, and in many case the hero is actually responsible for them coming into to play. Like how Batman was there for the accident that created two face, Batman may not have been able to stop it but that sure won’t stop two face for blaming Batman. Also archenemies are the most important villain to superheroes as they are usually the exact opposite and just as powerful as or even more powerful than them. Batman’s greatest enemy would most likely have to be the Joker, as he is the foil to batman, as Batman is dark, quiet, and grim while the joker is colourful, loquacious, and very flamboyant. The hero will also need some sort of job with minimal supervision or independent wealth to fund his deeds since he keeps his identity secret there is going to be no way he’s going to be paid for what he does, Batman got the lucky end of the stick on this one since he is the richest super hero out there he will have no problem funding is exploits. Heroes will also need to have some sort of headquarters or base of operations, usually hidden, in order to prepare for some sort of mission or to come back to store all their gear. The last thing that defines a super hero from an ordinary Joe is the back story that explains the circumstances that the â€Å"hero† acquired his or her abilities and as well the motivation behind wanting to help the public and just help themselves. Many origins will usually include freak accidents or tragic events, like batman’s parents being shot. Now for all of you out there who still don’t believe that someone without super powers could actually be a super hero, hasn’t looked into the actual science of being batman, I’m not saying batman has super human powers but what he does and the frequency that he does it could not even be attempted by todays strongest athletes. Some question that needs to be asked is how much energy Batman uses in a day and how much food must he eat to give him that much energy. In the book â€Å"becoming Batman† by E.  Paul Zehr, Batman would expend about 4,000 calories a day which is comparable but still more than how much Tour de France racers use when competing in the race, but wait Batman does this everyday not just once a year. So in order to keep this going he must intake 4,000 calories a day in food, though it can’t just be any food it must be carefully monitored to contain 15% fat , 60% Carbohydrates and 25% protein, in order to maintain the physical fitness he needs to keep fighting crime. Now let’s talk about his crime fighting abilities, we all know that Batman is extensively trained in the martial arts, but how long would it take you to become a master in them, and how many does Bruce Wayne know, according to â€Å"Becoming Batman† Bruce knows more than 3 different styles of martial arts. Now in order to master a skill there is three steps you must go through; cognitive, associative, and automatic. Cognitive is the first step and this is where the Bruce would use information to develop a plan, require a high level of concentration, and unable to manage small details or changes in the environment. The second step is associative which refines the movements, gradually manages to change in the environment and doesn’t attend to every aspect of movement. The final step is automatic and here you require no cognitive attention to movement, get consistent performance, and can easily adapt smoothly and easily to different environments. Now Batman has mastered more than 3 different styles of martial arts (by roughly the age of 20-30), that seems a little bit far from imaginable since Batman is very intelligent is shows a sign that he was well educated and with education how can you find the time to master more than 3 different forms of martial arts. Also another main aspect to Batman is the fact that he is out every night being batman and getting into fights, how can someone that fights pretty much every night keep it up. He would have to make sure that he never broke a bone, and in his line of work that would be incredibly difficult, he would have to do everything perfectly and all regular humans are incapable of being perfect, but Batman’s not. Batman share more than enough of the commonalities of the fictional characters classified as â€Å"superheroes† to claim the pedigree. He wears a costume and keeps his real identity a secret; he has a hidden headquarters; he uses special equipment, ranging from miniaturized devices he keeps in his utility belt to vehicles like the batmobile and the batplane; he has the legal status of a deputy; he associates with other so-called superheroes and is a founding member of the Justice League of America, a team of â€Å"superheroes†; he often fights individuals who qualify as super-criminals; he defends common people and will risk his life to protect the common man; he can be summoned by the police through the use of a special signalling device (the â€Å"bat signal†); he has special skills which he uses to fight crime, ranging from a mastery of certain fighting skills, to the use of disguises, to the mastery of certain forensic sciences, to a unique understanding of psychology of the criminal mind, and he is a very good detective. Batman also answers to a higher moral code than does the average man.

Human Resource Management Roles/Hcs 341

Human Resource Management Roles Human Resource Management (HRM) is the function within an organization that focuses on recruitment of, management of, and providing direction for the people who work in the organization. Human Resource Management can also be performed by line managers (Heathfield, S. M. ). Human Resource Management is the organizational function that deals with issues related to people such as compensation, hiring, performance management, organization development, safety, wellness, benefits, employee motivation, communication, administration, and training. Human Resource Management is also a strategic and comprehensive approach to managing people and the workplace culture and environment. Effective HRM enables employees to contribute effectively and productively to the overall company direction and the accomplishment of the organization's goals and objectives (Heathfield, S. M. ). Planning Human resources managers try to project how many employees will be necessary. They look at how many good workers are staying with the company and how many leave. Ideally, they want a low turnover ratio, where more people are staying than leaving. Planners try to identify good workers from the applicant pool, and use them to replace people leaving the company. The ultimate goal is to increase highly skilled and experienced personnel each time there is turnover. If a company is going to reduce employee numbers, planning tries to look for positions that could be trimmed without harming the company. Pay People in human resources management keep updated on pay and employee tax laws. They negotiate salary and wages with an applicant as well as bonuses, merit-based awards and commissions. Other pay areas they work with include retirement, life insurance, health insurance, vacation time, sick leave, disability insurance and stock ownership plans (Felix, J. ) Training Human resources personnel coordinate employee orientation; new hires learn their rights, responsibilities and the company's physical and organizational structures. Training and development builds new hires into proficient workers. As employees gain experience, they receive supervisor, management and leadership trainings. Training happens both on the job and in formal classroom instruction. Employees can end up at a leadership or management academy outside their company (Felix, J. ) Laws and Regulations Employees receive manuals and handbooks as soon after they're hired. These books contain the company's laws affecting the employee; and the company's expectations for the employee. Human resources personnel review and process firing requests, as some states make it hard to easily fire an employee. Some states are â€Å"at will† employment states; employers can terminate employment for any reason. The employee can also quit for any reason. Human resources personnel coordinate ethics training and enforcement. They hold this kind of training to reduce business fraud, mismanagement, and insensitivity toward other cultures, races, religion and gender (Felix, J. ) Wellness The Human Resources department coordinates wellness programs such as drugs, diet, exercises, health, ergonomics, diversity, spirituality and employee harmony. Reducing mishaps in the workplace, and reducing diet and habit-based sickness, helps improve productivity. An organization has to pay worker compensation and health insurance. Wellness programs reduce sickness and injury in the long run, saving the company money while getting more out of the worker (Felix, J. ) In conclusion, human resource management is very vital in any job field that you go to. Human resources are forever changing as we develop new technology, new laws and regulations, new innovative ways to deal with employees, health and wellness, etc. The greatest future challenge for the field will be the continued integration of management with other theories to address socially relevant issues as life becomes more complex and diverse. References Felix, J. (n. d. ). About Human Resource Management. Retrieved from http://www. ehow. com/about_4796612_human-resource-management. html Heathfield, S. M. (n. d. ). What is Human Resource Management? Retrieved from http://humanresources. about. com/od/glossaryh/f/hr_management. htm

Role and Responsibilities Support Staff Essays

Role and Responsibilities Support Staff Essays Role and Responsibilities Support Staff Essay Role and Responsibilities Support Staff Essay Support staff Teaching assistant (TA) / Learning Support assistant LSA compliments the Class Teacher and support learning for all pupils. works under the guidance of the Class Teacher would not be expected to undertake any direct teaching responsibilities or lead the class, however may be required to supervise the class in the temporary absence of the teacher. Duties and responsibilities can include: planning, delivering and evaluating teaching and learning activities with the Class Teacher, helping to prepare for lessons, assisting pupils who require additional support, observing pupil performance and behaviour, setting up resources and using ICT. Playworkers School Midday Supervisors and Assistants (SMSA) / Lunchtime Supervisors/Assistants look after the welfare of pupils in school during the lunchtime break. Responsibilities and duties can include: supervising pupil behaviour indoors and outdoors, helping younger children with tasks such as cutting up food, ensuring the health and safety of pupils at all times, distributing and tidying away lunchtime resources, assisting with play activities, dealing with any misbehaviour and reporting to a senior member of staff. All midday staff are expected to be aware of safeguarding and child protection legislation and their responsibilities in relation to this. Cover Supervisors (typically found in Secondary schools) to cover short-term absences of teachers such as unexpected sick leave or professional development setting work for pupils in accordance with school policy, behaviour management and supervision, collecting work at the end of the lesson and reporting back to the appropriate senior member of staff. Learning Mentor support, motivate and challenge pupils who are underachieving in schools as a form of pastoral support. to help pupils overcome barriers to learning aused by social, emotional and behavioral problems. Duties and responsibilities identifying pupils who would benefit from mentoring, liaising with parents and carers, implementing strategies to support pupil confidence, listening to and helping pupils resolve a range of personal or social issues, monitoring pupil attendance and working closely with teachers and other professionals across the Children’s Workforce. Caretakers and Cleaning Staff upkeep and mainte nance of the school premises and grounds. maintaining the security of the school during the school day and during any extra-curricular events or activities, dealing with grounds maintenance, carrying out basic repairs, stock taking and supply and developing relationships with outside contractors. Catering Staff planning menus, following guidelines on nutrition and healthy eating, preparing meals, complying with food safety legislation, monitoring and managing supplies within a budget and developing relationships with food suppliers Science ICT Technicians provide valuable information, resources and expertise to support teaching and learning Librarians Maintain library resources; show, encourage and help develop research skills; help with ICT related topic within library environment Clerical and Administrative support staff Schools Business Managers (Bursars) / School Administrator to manage the school’s finances, policies, resources and planning. may lso undertake a range of other bespoke responsibilities to support the smooth running of the school as a centre of the local community. may be part of the senior leadership team in the school and work closely with the Headteacher and Deputy Head to plan the staffing, budgets and running of the school. Receptionists, Personal Assistants or Front Office staff provides a key role in the day-to-day running of the school, communication between staff, pupils and parents, handling of staff rotas, parent enquiries, pupil absence and admissions.

A Worst Teacher

I had dreamed about him several times, his face was clearly emerging in my mind, I will never forget his pair of fierce eyes and that wicked mouth. Mr. Yang was the worst teacher in my middle school, although most my middle school’s teachers are not very good. My middle school is a private school. When I was sophomore, Mr. Yang and our Music teacher had been espousal at same year. We all think they will have a ceremonious wedding soon. But the fact is not what we think. In Chinese school, every teacher has an assistant in each class, those assistants help teacher pick up papers and books, or take homework from us and edit then. My friend Yu was Mr. Yang’s assistant. Yu was a cute girl, she have nice voice and smooth long hair. But I detected a strange thing; every time she back to classroom from Mr. Yang’s office, her emotion had been changed, sometimes glad, sometimes displeased. â€Å"Mr.  Yang must did something to her,† I thought, anyway it’s not my business. Five years later, once all my middle school’s friends and I went to my birthday party, I began to ask our middle school career’s mysteries of the unknown. Yu began to crying, I understand why, and ask her â€Å"you cry because Mr. Yang, right? † â€Å"Yes. † She answered. Then I took her to side. She said as she cried â€Å"He is my boyfriend. † I been shocked, doesn’t he have fiancee? Is this the reason why Mr. Yang and our music teacher haven’t done their wedding yet? I have a thousand questions to ask Yu, but it isn’t right timing. Yu kept telling me, and my eyes being opened more and more large. â€Å"Wait; did you just say you went to hotel with him? † I ask her. â€Å"Um†¦ He also asks me some excessive demands. About†¦Ã¢â‚¬  At same time, I can’t inhibit my dander. I tried to call my friend and go find him, but Yu stopped me. â€Å"Let him go, we were just break, I believe that he won’t have a blest wedding. † Right, I thought, he did once, and then he will do twice, until he die, he will never find true love. Whenever I bethink of this event, I can’t stop to think and image Mr. Yang’s lousy eyes. I remember once my classmate Henry and I got a fight in second floor of our school’s hostel. This event becomes a legend in my middle school. The source of the story is, one day afternoon, my friend Bob and I were playing soccer in ours room. After 30 minute Bob has accidentally kicked our roommate Henry’s kettle. We looked at each other’s face and slackened about ten seconds, and then he hastily said, â€Å"Hide it! And never mention this kettle, or†¦ stay it, anyway no one knows. I nod immediately because I felt like I am an ant on a hot pan, but after half hour, this guilty feeling has gradually disappeared. â€Å"I didn’t break anything,† I thought, â€Å"but I won’t tell anyone Bob did it. † Until to evening, we were all going to class, suddenly, a loud voice came â€Å"Who did it! Who break my kettle!? † â€Å"No one break your kettle! Go to your sit and sit! † our math teacher stand behind Henry and said; Henry have got to do so. After evening class, Henry walked to me and asked about his broken kettle. I pretend to do my homework and said â€Å"Don’t know. Then I were peeping him once when he walked away. Second evening class was Mr. Yang’s Chinese class, After this period, every student began to walk back to school’s hostel; I followed people until to second floor of the hostel, a soft and cold voice came to my right ear, even I can felt that breath, â€Å"I know is you, swindler. † â€Å"What did you just said?! † I yelled. And then he yelled back â€Å"I know is you broke my kettle, Bob told everything to me. † Suddenly, I felt I been insult, I lost my mind, clenched my fist and gave his nose a full power punch, and he punched back of course. The result of this fight was disastrous, Henry’s nose bone been broke by me, and my right calf been cut and the wound is about three inches. That’s why this event becomes a legend in my middle school. We two have been taken to hospital then, two hours later we two back to our room. Henry’s bad is below mine, a kind of heavy atmosphere around this room for whole night. At 12 o’clock Mr. Yang came to our room, he punched my right calf and yelled â€Å"you! Get up! † And this punch such as rubbing salt in my wound. I groan out â€Å"what are you doing?! † â€Å"What did you do,† he asked back to me, â€Å"You just broke a nose bone, don’t you know it? â€Å"I know, but he cut my leg also,† I watched his angry eyes and keep groan out; â€Å"you even don’t realize the fact and conclude it my fault? † â€Å"The fact is you hurt Henry,† he said. I hesitate two second, it’s really my fault? Henry didn’t hurt me? I know the fact is Henry cut my calf, and Mr. Yang punched at same wound just 10 second ago. I was hardly getting up and trying to debate with Mr. Yang, â€Å"He was†¦Ã¢â‚¬  Mr. Yang interrupts my speech and yelled â€Å"You have nothing to argue, school will expel you! † Then he shut the door hardly. I can’t believe it, he such a dictator and gave m e a conviction. While I’m thinking, Henry laughed. Then he said â€Å"deserved nemesis, you know who am I? My dad and our president are old friend. I can even call the president dad. † I was silenced. At that time, I understood everything. I understood why Mr. Yang says that, but why does he punch my calf, will he get his wage growth up? By this point, I classify Mr. Yang is a lackey. A teacher teaches student a lot of things; include morality, not just education. You may never meet a teacher such like Mr. Yang. Something that cannot be publicity, but I must write about it. I will never meet a teacher â€Å"great† then Mr. Yang. A Worst Teacher I had dreamed about him several times, his face was clearly emerging in my mind, I will never forget his pair of fierce eyes and that wicked mouth. Mr. Yang was the worst teacher in my middle school, although most my middle school’s teachers are not very good. My middle school is a private school. When I was sophomore, Mr. Yang and our Music teacher had been espousal at same year. We all think they will have a ceremonious wedding soon. But the fact is not what we think. In Chinese school, every teacher has an assistant in each class, those assistants help teacher pick up papers and books, or take homework from us and edit then. My friend Yu was Mr. Yang’s assistant. Yu was a cute girl, she have nice voice and smooth long hair. But I detected a strange thing; every time she back to classroom from Mr. Yang’s office, her emotion had been changed, sometimes glad, sometimes displeased. â€Å"Mr.  Yang must did something to her,† I thought, anyway it’s not my business. Five years later, once all my middle school’s friends and I went to my birthday party, I began to ask our middle school career’s mysteries of the unknown. Yu began to crying, I understand why, and ask her â€Å"you cry because Mr. Yang, right? † â€Å"Yes. † She answered. Then I took her to side. She said as she cried â€Å"He is my boyfriend. † I been shocked, doesn’t he have fiancee? Is this the reason why Mr. Yang and our music teacher haven’t done their wedding yet? I have a thousand questions to ask Yu, but it isn’t right timing. Yu kept telling me, and my eyes being opened more and more large. â€Å"Wait; did you just say you went to hotel with him? † I ask her. â€Å"Um†¦ He also asks me some excessive demands. About†¦Ã¢â‚¬  At same time, I can’t inhibit my dander. I tried to call my friend and go find him, but Yu stopped me. â€Å"Let him go, we were just break, I believe that he won’t have a blest wedding. † Right, I thought, he did once, and then he will do twice, until he die, he will never find true love. Whenever I bethink of this event, I can’t stop to think and image Mr. Yang’s lousy eyes. I remember once my classmate Henry and I got a fight in second floor of our school’s hostel. This event becomes a legend in my middle school. The source of the story is, one day afternoon, my friend Bob and I were playing soccer in ours room. After 30 minute Bob has accidentally kicked our roommate Henry’s kettle. We looked at each other’s face and slackened about ten seconds, and then he hastily said, â€Å"Hide it! And never mention this kettle, or†¦ stay it, anyway no one knows. I nod immediately because I felt like I am an ant on a hot pan, but after half hour, this guilty feeling has gradually disappeared. â€Å"I didn’t break anything,† I thought, â€Å"but I won’t tell anyone Bob did it. † Until to evening, we were all going to class, suddenly, a loud voice came â€Å"Who did it! Who break my kettle!? † â€Å"No one break your kettle! Go to your sit and sit! † our math teacher stand behind Henry and said; Henry have got to do so. After evening class, Henry walked to me and asked about his broken kettle. I pretend to do my homework and said â€Å"Don’t know. Then I were peeping him once when he walked away. Second evening class was Mr. Yang’s Chinese class, After this period, every student began to walk back to school’s hostel; I followed people until to second floor of the hostel, a soft and cold voice came to my right ear, even I can felt that breath, â€Å"I know is you, swindler. † â€Å"What did you just said?! † I yelled. And then he yelled back â€Å"I know is you broke my kettle, Bob told everything to me. † Suddenly, I felt I been insult, I lost my mind, clenched my fist and gave his nose a full power punch, and he punched back of course. The result of this fight was disastrous, Henry’s nose bone been broke by me, and my right calf been cut and the wound is about three inches. That’s why this event becomes a legend in my middle school. We two have been taken to hospital then, two hours later we two back to our room. Henry’s bad is below mine, a kind of heavy atmosphere around this room for whole night. At 12 o’clock Mr. Yang came to our room, he punched my right calf and yelled â€Å"you! Get up! † And this punch such as rubbing salt in my wound. I groan out â€Å"what are you doing?! † â€Å"What did you do,† he asked back to me, â€Å"You just broke a nose bone, don’t you know it? â€Å"I know, but he cut my leg also,† I watched his angry eyes and keep groan out; â€Å"you even don’t realize the fact and conclude it my fault? † â€Å"The fact is you hurt Henry,† he said. I hesitate two second, it’s really my fault? Henry didn’t hurt me? I know the fact is Henry cut my calf, and Mr. Yang punched at same wound just 10 second ago. I was hardly getting up and trying to debate with Mr. Yang, â€Å"He was†¦Ã¢â‚¬  Mr. Yang interrupts my speech and yelled â€Å"You have nothing to argue, school will expel you! † Then he shut the door hardly. I can’t believe it, he such a dictator and gave m e a conviction. While I’m thinking, Henry laughed. Then he said â€Å"deserved nemesis, you know who am I? My dad and our president are old friend. I can even call the president dad. † I was silenced. At that time, I understood everything. I understood why Mr. Yang says that, but why does he punch my calf, will he get his wage growth up? By this point, I classify Mr. Yang is a lackey. A teacher teaches student a lot of things; include morality, not just education. You may never meet a teacher such like Mr. Yang. Something that cannot be publicity, but I must write about it. I will never meet a teacher â€Å"great† then Mr. Yang.

The Representatives of African Music Term Paper

The Representatives of African Music - Term Paper Example There Keita joined a music group Koteba and performed alongside the renowned African stars of that time. These included Kunda of Senegal and Mory Kante of Guinea. He quickly progressed and became a lead drummer of Ballet Djoliba when he was just 15.. He was named as the Artistic Director in the year 1979, the first drummer ever to be given a position of artistic director. Mamady’s name soon began to be heard outside West Africa and he was persuaded by a group of percussionists form Belgium to teach and perform in Europe. In 1991, he opened his own institution of percussions in Belgium with the name of Tam Tam Mandingue. He also formed his own performance ensemble titled Sewa Ken which meant ‘â€Å"Without music, there is no joy, without joy, there is no music.† The school got worldwide fame and very soon its branches were opened in many famous cities around the world. Mamady decided to take his native culture and music to more borders and in 2003 he shifted his fo cus from Europe to the United States. Mamady has also been cast in a movie named ‘West Africa’ when was seventeen. He starred in another titled La Vie Platin and also wrote and recorded the soundtrack of the movie. He released an album with the name of â€Å"DjembeKan which means ‘the sound of the djembe’. The video contained four solo performances and was meant to show the power and influence of Djembe on its listeners. Djembe is a special type of goblet-shaped drum that is very famous in the African especially Guinean culture. Mamady devotes his time to his personal life as well and lives with his wife Monette Marino in San Diego where he teaches students in his school. He actively tours around the world each year to promote and preserve the tradition of Djembe. He is really dedicated to the cause of promoting Drum and djembe playing and was the first percussionist to organize a drum, and dance workshop in association with Guinea’s Secretary of Ar ts and culture. The first camp was held in the year 1990 in which students from thirty-five countries participated.