Hispanic Heritage, Intervening Variables and Its...

Hispanic heritage, intervening variables and its correlation with educational attainment Educational attainment within the Hispanic community, can be related to different variables. Predominant studies have focused on the impact of social class and its correlation to educational attainment of individuals within the Hispanic community. Nonetheless, some of the theories that have been used to validate the focus of social impact, may also be applied to â€Å"racial and ethnic variations as well†. In answering â€Å"What factors are contributing to actual degree completion within the Rio Grande Valley region?†; two very important theories provided by Hugh Mehan (1992) will prove useful. The first theory is the human capital theory and central to this theory is a â€Å"focus on the process through which individuals make choices† (Garcia Bayer, 2005). Studies in the social sciences have typically related and individuals collegiate attendance to the cost and benefit relationship of associated variables. Nonetheless, the human capital theory â€Å"extends beyond this cost/benefit analysis† (Mehan, 1992). Theoretically, if an individual decides to go to school they do so based on individualistic reasons. However this is far from the case and external constraints or motivations must be accounted for. In analyzing the discrepancies of degree completion and post-secondary enrollment of individuals within the Rio Grande Valley, we must also account for factors that can deter these individuals fromShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesExamples of Employee Involvement Programs 251 †¢ Linking Employee Involvement Programs and Motivation Theories 252 Using Rewards to Motivate Employees 252 What to Pay: Establishing a Pay Structure 252 †¢ How to Pay: Rewarding Individual Employees Through Variable-Pay Programs 253 †¢ Flexible xii CONTENTS Benefits: Developing a Benefits Package 257 †¢ Intrinsic Rewards: Employee Recognition Programs 259 Summary and Implications for Managers 261 S A L Self-Assessment Library What’s My Job’sRead MoreDeveloping Management Skills404131 Words   |  1617 PagesResolving Interpersonal Confrontations Using the Collaborative Approach A General Framework for Collaborative Problem Solving 391 The Four Phases of Collaborative Problem Solving 392 SKILL ANALYSIS 405 Case Involving Interpersonal Conflict 405 Educational Pension Investments 405 SKILL PRACTICE 410 Exercise for Diagnosing Sources of Conflict 410 SSS Software Management Problems 410 Exercises for Selecting an Appropriate Conflict Management Strategy Bradley’s Barn 419 Avocado Computers 419 Phelps,

The Curious Incident Of The Dog In The Night-Time -...

The Curious Incident Of The Dog In The Night-Time - Original Writing Christopher Boone is a fifteen year old boy with Asperger’s Syndrome. He knows a great deal about maths and has a very logical way of thinking. Christopher knows very little about human beings and their behaviour and gets very confused and frustrated by most conversations. He loves lists, timetables, patterns and the truth. He hates the colour yellow, because of custard, bananas and double yellow lines and he also hates the colour brown because of dirt, gravy and wood. One of the affects of his Asperger’s syndrome means Christopher also hates being touched. He has never gone further than the end of the road on his own, but when he†¦show more content†¦The events that follow lead Christopher to the answers he is looking for in solving ‘The Curious Incident’ about Wellington and discovering his fathers secrets surrounding his mother. The Curious Incident Of The Dog In The Night-Time is the story of Christopher’s roller coaster journey of mystery. He discovers the truth about his fathers reckless lies and searches for the answers to the secrets his father has hidden for so long. Screenplay The chapter I have chosen to adapt is when Christopher decides to go to Swindon train station to make a journey to London in search of his mother. As Christopher stands at the bottom of the concrete steps leading to the Stations entrance the audience can see fear in his face. He is wearing a pair of scruffy blue jeans, white trainers with blue laces, a red jumper and a navy parker style coat. He stands out from others around him as it is a warm summer afternoon and everyone is wearing shorts, skirts and summer outfits. He is a pale undersized boy with brown unkempt hair. Christopher looks up at the large white sign that says in bold black writing SW ND N RAIN ST TION Christopher frowns at the sign as there are clearly some letters missing we see that this bothers him. People are hurrying past him as he stands frozen with dread at having to climb the steps. He becomes veryShow MoreRelatedChristopher from The Curious Incident of the Dog in the Night-Time by Mark Haddon and Holden from J.D. Salingers The Catcher in the Rye1058 Words   |  5 PagesChristopher from The Curious Incident of the Dog in the Night-Time by Mark Haddon and Holden from J.D. Salingers The Catcher in the Rye Holden from The Catcher in the Rye by J.D Salinger and Christopher from The Curious Incident of the Dog in the Night-Time by Mark Haddon are both two very interesting first person narrators in many different ways. Holden is a 17years old boy having difficulty staying in schools more than 6 months because he doesnt work enough and ChristopherRead MoreThe Curious Incident Of The Dog1478 Words   |  6 Pagesthat is so much more? What if the book not only included murder mystery but also just a complex story about a young boy’s development? The book The Curious Incident of the Dog in the Night-Time by Mark Haddon is an example of this. The book is about a young boy named Christopher Bonne. After Christopher found out about the death of his neighbor’s dog, Christopher aroused many suspicions and decided to find out who killed Wellington. 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Reflection on Refusal of Treatment Free Essays

The purpose of this essay is to select an incident which occurred during clinical placement and to discuss and reflect on it in order to improve future practice. To do this, the framework of the Marks-Moran and Rose Model of Reflection (1997) will be used. Utilizing the four stages of this model, I will describe the incident, give a reflective observation, discuss related theory and conclude with thoughts for any future actions. We will write a custom essay sample on Reflection on Refusal of Treatment or any similar topic only for you Order Now Any patient discussed will be given a pseudonym to ensure patient confidentiality as described by the Nursing and Midwifery Council (NC) (2010). During a recent placement in an Endoscope day unit, I met Mrs. Smith who was attending to undergo a Gastropod. She had a history of acid reflux and had been referred for the procedure as an outpatient but had not attended her Pre-Admission Clinic appointment. Upon her arrival, myself and a staff nurse took baseline observations and spoke with the patient to ensure that she had fasted from midnight which was necessary for the procedure. On advising her on anesthesia, I informed her that she had two options. The first was a throat spray to numb the local area and she could leave almost immediately afterwards. The second was sedation and analgesia in the form of Fontanel and Modally which would be given through intravenous accumulation; however, she would have to remain with us for several hours post procedure. Mrs. Smith began to panic and became quite irate. She stated that she had been under the impression that she would be given a general anesthetic and would be asleep the entire time. I explained that the doctor required her to be awake for this procedure and that general anesthetic was not an option. Mrs. Smith then stated that she was withdrawing her consent and wished to leave. The staff nurse who had been observing me swiftly took over the conversation and tempted to calm down the patient. She advised me to escort Mrs. Smith to the private seating area that was reserved for consultations but not to offer her anything to drink; Just in case she changed her mind about the Gastropod going ahead. Once we were all in privacy, the nurse then sat down and asked Mrs. Smith why she was so scared. Mrs. Smith stated that she had heard of complications involved with Stereoscopes and she would rather not take the risk. The nurse explained that the risk of a serious incident was extremely rare and at worst, she may suffer from a sore throat and gastric bloating afterwards. Mrs. Smith was supplied with an information booklet and we allowed her some time to digest all of the information that she had been given and assured her that any questions she wanted to pose would be answered. Afterwards, she stated that she still did not want to undergo the procedure and that she wanted to go home. At this point, the nurse advised that she should return to her doctor and inform him that she had not undergone the test. Mrs. Smith was also advised that she could return at a later date if she so wished and then she left the clinic. During my explanation of the procedure, I felt capable enough to fully explain what it entailed. However, when Mrs. Smith began to panic, I lost some of my confidence as this was something that I had not faced before. Therefore, I felt unable to calm Mrs. Smith down as I was lacking experience in this scenario. I was pleased that the nurse accompanying me took over in an instant. I felt to notice this. As I listened to the nurse, I noted the optimism displayed by the nurse when she instructed me not to provide refreshments for the patient. When I later questioned her on this matter, she told me that she had been in the same position any times before. Mrs. Smith was competent enough to exercise her right to refuse treatment. This is the moral and ethical right of every patient so long as they are deemed to have the mental capacity to make such a choice (Griffith and Teenage 2012). A medical professional cannot force a patient to undergo a procedure against their will. However, the practitioner must discuss all treatment options, relay the correct information and allow the patient time to come to an independent and informed decision (Ellen et al 2012). The term â€Å"Autonomy’ underpins the patient’s ethical and moral right to choose which path of treatment, if any, that they will follow. Glibber and Kingston (2012) state that the patients’ autonomy is in the clinician’s hands under duress of professionalism and nursing ethics, our advice and information is responsible for any decision reached. In this instance, Mrs. Smith was taken to a private seating area where a nurse calmly talked her through the procedure at length, answering any questions and also informed her of the statistical risks of a Gastropod which were her biggest concern. By doing this, the nurse wowed that she was empathic to the worries of the patient and also did her utmost to preserve patient confidentiality, as well as, providing a wealth of information preceding the refusal of treatment (Torrance et al 2012). It was obvious from the reaction of Mrs. Smith that she had anticipated treatment under a general anesthetic at her appointment. When reading through her notes previous to admission, I realized that she had not attended the pre-admission clinic. Had she attended this previous appointment, she would have been given all the information required for her proposed treatment. She would have been briefed fully on sedation, the basics of the procedure and many other factors consistent with treatment. Claritin et al (2009) describes pre-admission clinics as a necessity to provide the correct information and give patients the time to think and digest before presenting at hospital for a procedure. Evidence shows that pre-admission clinics have reduced the instances of failure to attend appointments and that patients are more involved in their care, which encourages a higher rate of recovery and reduces stress levels pre-operatively (Mitchell 2008). Knox et al (2009) also suggested that the implementation if these clinics have substantially reduced the instances of refusal of treatment due to more accurate information being given in a comfortable setting at a more relaxed time. If Mrs. Smith had attended the pre-admission appointment, she would have been given all the information and been able to ask any questions that she wished. Thus she would have been aware that she would not be offered a general anesthetic and a deeper understanding of the procedure. Thus this may have resulted in assisting Mrs. Smith with regards to informed consent. The nurses working within the clinic were all very well versed in the procedures and welcomed any questions. As soon as Mrs. Smith began to worry, there was sufficient evidence on hand in the form of a patient information guide as well as a knowledgeable nurse. In a study conducted by Amtrak (201 1), patients were found to be more comfortable when in the presence of a knowledgeable nurse. Patients overall concluded that this group to benefit from this. Postural et al (2010) suggests that the experiences gained by nurses in specialized areas are beneficial to the learning curve of student urges and their knowledge is a valuable tool in the production of a more advanced health care system. In the case of Mrs. Smith, the nurse highly educated in this area and was able to sufficiently assist the patient in making a fully informed choice without being devoid of any facts. Moser et al (2007) describes this approach as â€Å"a highly effective way of achieving patient autonomy’. In this scenario, the nurse was catering to Mrs. Smith’s first and foremost care requirements. During my reflective observations of this experience in my training, I have realized that there is nothing rater than knowledge and experience to assist patients with many aspects of their care. In the case of Mrs. Smith, the manner in which her questions were answered was tactful and informative. However, the patients’ right to choose was evidently the main priority. Mrs. Smith was never coerced, all information required was on hand and supplied without delay. The nurse ensured that she was competent to refuse the treatment and advised on how to proceed following the refusal. An obvious effort to calm the patient was made and the privacy afforded by the private seating area dad a huge difference in allowing her to digest all information that she had been given. The nurse made a tactful decision by advising me not to offer refreshments in case of a decision to proceed, however, this did not occur. In hindsight, I have realized that I have a long and hard road to travel before I am capable of the level of care that I would like to give my patients. I can draw from this experience and I can see that having the correct information is a must while at the same time being aware of the patients’ feelings and offering them an informed and involved choice in their care. I have also come to understand the relevance and requirement for clinics such as pre-admission. These clinics are indispensable in reducing patient anxiety, ensuring that patients have all the correct information and fully understand their proposed procedure prior to presenting for treatment. How to cite Reflection on Refusal of Treatment, Papers

Negative Impact of Technology on Everyday Life free essay sample

Also, dependence on high technology has rid of the need for everyday in-the-home skills, things like cooking, dishwashing, and even cleaning. In addition, technology can have a great negative impact on family life. Although technology has widened opportunities for Americas everyday life, American intelligence has greatly declined due to the amount of work high technology minimizes that no longer requires us to use our abilities to think, memorize, learn, or even work. The technology era is damaging the average Americans brain. â€Å"Why do we need to learn this, all I have to do is Google it! How many times is this repeated daily in classrooms all over the world? Who can be sure, possibly more times than one can count on their own unless maybe of course there’s a calculator handy. The position of teachers everywhere around the world is becoming more useless every single day. Children no longer feel the need to tune in during class time knowing they have access to all the answ ers they could possibly need at the click of a button at any time. We will write a custom essay sample on Negative Impact of Technology on Everyday Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With online mathematical equation generators, book answers, and scientific calculators, the need for a math teacher is quickly diminishing. Computers now have spell and grammar check in which fix any word spelt or used incorrectly, and any wrongly written sentences, leaving grammar teachers with nothing to teach. Also, book and poem analysis and any old language translations can be found on the web with just one search making it hard for literature teachers to enforce their students to read, analyze, and think. One thing widely gone unnoticed is the measure of importance for teachers to pass on interpersonal and basic everyday off-technology skills in which technology can not impart. Nathaniel Wilkinson gives his say about technology depriving children of these everyday skills in saying, â€Å"Now I like the idea of having the computer to reinforce the knowledge already possessed by my students but using it in place of human interaction will only dull the students sense of respect for authority and interaction between live human beings and themselves† (Wilkinson). Children and teenagers have become so concerned in technology that they block out everything else teachers have to offer, missing out on these learnt traits of human interaction and verbal learning skills.