Word Choice Bought vs. Brought - Proofeds Writing Tips Blog

Word Choice Bought vs. Brought Word Choice: Bought vs. Brought The words â€Å"buy† and â€Å"bring† are easy to tell apart. The past tense versions of these words, however, are very similar, which can lead to confusion. That is partly because these are irregular verbs, so we can’t add an â€Å"-ed† and say â€Å"buyed† and â€Å"bringed† (even if that would be simpler). In this post, then, we’re looking at the words â€Å"bought† and â€Å"brought.† Bought (Past Tense of â€Å"Buy†) â€Å"Bought† is the simple past tense and past participle of â€Å"buy.† We use it when someone has exchanged money for something. For example: I went to the store and bought cookies. Here, for example, the speaker is describing having purchased baked goods. This is the main use of â€Å"bought,† but it is also used for other senses of â€Å"buy.† These include believing something (e.g., â€Å"I can’t believe she bought his lie†) or bribing someone (e.g., â€Å"they bought the police chief’s silence with an envelope of money†). These are less formal uses of the word, though. Brought (Past Tense of â€Å"Bring†) We use â€Å"brought† when someone or something has been taken somewhere. For instance: I brought my sister to the party with me. Another common use of this term is to mean â€Å"made to happen,† such as in: After the party ended in disaster, we brought legal action against the host. In all cases, â€Å"brought† is the simple past tense or past participle of â€Å"bring.† Bought or Brought? These words are easy to mix up if you’re not careful. This could be problematic, since only one implies spending money. One tip is to get your work proofread, which will help you avoid typos. But if you’re ever unsure which term to use, keep in mind that both â€Å"bring† and â€Å"brought† start with â€Å"br,† whereas neither â€Å"buy† nor â€Å"bought† contain an â€Å"r.† Remember: Bought = Simple past tense of buy† Brought = Simple past tense of bring†

12 Signs and Symbols You Should Know

12 Signs and Symbols You Should Know 12 Signs and Symbols You Should Know 12 Signs and Symbols You Should Know By Mark Nichol What is the origin of various symbols used in English, and when is the use of each appropriate? Here’s a guide to twelve common signs, including how they developed and in which contexts they are used or avoided. 1. (Ampersand) The ampersand was, at least until well into the nineteenth century, treated as the twenty-seventh letter of the alphabet, but its star has fallen, so that now it is used only informally except in registered names of businesses (â€Å"Ay, Bee See Inc.†), which should be written as rendered; a comma preceding it is extraneous. The symbol comes from the cursive formation of the Latin word et (â€Å"and†), and the name is a slurring contraction of â€Å"and per se and,† which used to terminate schoolroom recitals of the alphabet: The phrase means â€Å"and by itself and†; instead of reciting, â€Å". . . W, X, Y, Z, and,† children said, â€Å". . . W, X, Y, Z, and per se and† to clarify that â€Å"and† referred to a list item rather than serving as a conjunction for an item that was left unuttered. The symbol is also seen in c. (â€Å"et cetera†), an alternate form of etc. American Psychological Association (APA) style allows the ampersand to link author names in an in-text citation (â€Å"Laurel Hardy, 1921†), but other style guides call for using the word and. 2. * (Asterisk) The asterisk is used to call out a footnote or to refer to an annotation of special terms or conditions, to substitute for letters in profanity (â€Å"Oh, s***!†) or a name rendered anonymous (â€Å"the subject, M***†), to serve as a low-tech alternative to a typographical bullet, or provide emphasis in place of boldface (â€Å"Do *not* go there the food is awful.†). It also has many specialized technical usages. Its name is derived from the Greek term asteriskos, meaning â€Å"little star,† and it was originally applied to distinguish date of birth from other references to years. 3. @ (At Sign) Until the age of e-mail, the at sign was restricted mostly to commercial use, in purchase orders and the like, to mean â€Å"at the rate of† (â€Å"Order 1K widgets @ $2.50 per.†). It’s also used in displays of schedules for competitive sports to identify the event venue. Now it’s ubiquitous in email addresses and in social-networking usage, as well as computer protocols, but outside of those contexts, it is considered inappropriate for all but the most informal writing. 4.  ¢ (Cent) This symbol for cent (from the Latin word centum, meaning â€Å"hundred†), unlike its cousin the dollar sign it’s also used in many monetary systems other than that of US currency is rare except in informal usage or for price tags. When it does appear, unlike the dollar sign, it follows rather than precedes the numeral, though as in the case of the dollar sign, no space intervenes. The equivalent usage in a context where dollar signs are employed is to treat the amount as a decimal portion of a dollar (â€Å"$0.99†); for clarity, a zero should always be inserted between the dollar sign and the decimal point. The sign probably originated to distinguish an ordinary c from one denoting a monetary amount. 5.  ° (Degree Sign) The sign for degrees of arc or degrees of temperature, which started out as a superscripted zero, was chosen for consistency with use of the minute (†²) and second marks (†³) employed in geometry and geography; those symbols originally stood for the Latin numerals I and II. The degree sign appears in technical contexts, but in general-interest publications, the word degree is generally used. In references to temperature, the symbol (and the designation of the temperature scale) immediately follows the associated numerical figure (â€Å"45 °C†). This style is true of many publishing companies, though the US Government and the International Bureau of Weights and Measures prescribe a space between the number and the symbol (â€Å"45  °C†), while other publications omit the first letter space but insert another between the symbol and the abbreviation (â€Å"45 ° C†). 6. (Ditto Sign) The ditto sign, first attested three thousand years ago, signals that text shown above is to be repeated, as in a list in which the same quantity of various materials is intended to be expressed: apples 24 bananas oranges The word ditto, meaning â€Å"said,† derives from the Tuscan language, the immediate ancestor of Italian, but was borrowed into English hundreds of years ago. The word, its abbreviation (do.), and the symbol are considered inappropriate for most writing, though the term has often been used in informal spoken and written language to mean â€Å"(the same as) what he/she said.† Although the symbol has a distinct character code for online writing, straight or curly close quotation marks are usually employed to produce it. 7. $ (Dollar Sign) This symbol for the American dollar and many other currencies was first used to refer to the peso, which inspired the American currency system. Various origin stories for the symbol come in and out of fashion, but it’s most likely that it developed from an abbreviation of pesos in which the initial p preceded a superscript s; the tail of the initial was often superimposed on the s. A dollar sign with two vertical lines is a less common variant. Most books and other formal publications tend to spell out dollars in association with a (spelled-out or numerical) figure, but periodicals usually use the symbol, as do specialized books about finance or business or others with frequent references to money. In international publications, when the symbol is used, for clarity, it is combined with the abbreviation US (â€Å"US$1.5 million† or â€Å"US $1.5 million†). The dollar sign is also used as an abbreviated reference to various functions in computer programming and similar contexts. 8. # (Number or Pound Sign, or Hash) This symbol evolved from the abbreviation for pound, lb. (a literal abbreviation for the Roman word libra, meaning â€Å"balance†), in which horizontal lines were superimposed on the vertical lines of the letters, producing something like the tic-tac-toe pattern used today. One of many other names for the sign, octotherp (also spelled octothorp or otherwise), was a jocular coinage by telecommunications engineers in the mid-twentieth century. The symbol is seldom used outside informal or highly technical or otherwise specialized contexts. 9. % (Percent) The sign for indicating percentage developed in the Middle Ages over the course of hundreds of years, beginning as an abbreviation of percent (from the Latin phrase per centum, meaning â€Å"out of a hundred†). Its use is recommended only in technical contexts or in tabular material, where space it at a premium. (Some standards authorities call for a space between a number and this symbol, but most publications and publishers omit the space.) 10. ~ (Tilde) The tilde is used as a diacritical mark over various letters to indicate a variety of sounds in different languages, but it also appears midline, like a dash (and is sometimes called a swung dash), to denote â€Å"approximately (â€Å"Last night’s attendance: ~100†). It has technical connotations as well and is even used as a notation for recording sequences of action in juggling. The name, borrowed into English through Portuguese and Spanish from Latin, means â€Å"title.† 11. / (Slash, Solidus, Stroke, or Virgule) During the Middle Ages, this sign of many names, including those listed above, served as a comma; a pair denoted a dash. The double slash was eventually tipped horizontally to become an equal sign and later a dash or hyphen. (The equal sign is still used as a proofreader’s mark to indicate insertion of a hyphen.) The slash also called the forward slash to distinguish it from the backslash, which is used only in technical contexts is an informal substitute for or. 12. _ (Underscore or Understrike) This artifact from the era of the typewriter was used on such devices to underline words to indicate emphasis in lieu of italics. As a survival of that function, words are sometimes bracketed by a pair of single underscores in email and other computer contexts to mark a word for emphasis (â€Å"That band totally _rocked_ the place.†). Indeed, as I typed this post in Microsoft Word, the program automatically converted rocked to italics. The symbol also appears frequently in email and website addresses and other technical contexts. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Math or Maths?41 Words That Are Better Than Good55 "House" Idioms

Enviroment Assignment Example | Topics and Well Written Essays - 750 words

Enviroment - Assignment Example With that, there are a number of air pollution challenges that need to be taken into concern by all governments in the world so as to eliminate the chances of air pollution becoming tragic to life. First is the emission of smog and smoke from industries. Ozone smog is lethal when subjected to higher temperatures since it can cause severe health issues to humans. Some of the health issues include: severe asthma for individuals who already have the respiratory challenge, lung burn problems, eye irritations and throat damage. Smog has other adverse effects such as acidic rain due to the fact that it contains sulphur compounds. Acidic rain can be very dangerous to the existing water supplies. For example: If acidic rain would pour on earth; that means that the water we drink shall have higher quantities of sulphur- This is very dangerous to public health. In addition to that, acidic rain will cause damage to plant cover as well as organisms in the soil. In this case, human beings as well as animal life will be affected when they consume plant cover that has higher components of sulphur. Another effect of acidic rain is that it speeds up the decay process of objects that is comes into contact with. With those examples, it can be vividly stated that, smog and smoke air pollutions are very dangerous and both can cause a massive challenges to the existing human life, animal life and the earth. A second form of air pollution is through Green House Gases (GHG) such as: Carbon dioxide, Methane, Nitrous Oxide and Fluorinated gases. Carbon dioxide is as a result of burning fossil fuels, the use of petroleum and natural gas. Methane originates from coal burning. Nitrous Dioxide originates from the use of fertilizers that have higher contents of nitrogen and other waste products. According to a 2011 report released by the U.S Greenhouse Emissions, it was revealed that the total emissions of carbon dioxide were 84%, Methane was 9%, Nitrous Oxide was 5% and Fluorinated gases we re 2%. In addition to that, the report revealed that electricity was the highest contributor of GHG emissions by a total of 33%; the transportation sector had a total of 28%, industries had 20%; commercial and residential sector had 11%; agricultural sector had 8% (EPA, â€Å"Overview of Green House Gases†). This report clearly indicated that GHG are still a challenge due to the reason that they are still emitted from the different sources. However, according to a comparison of GHG emissions from 2010 to 2012 it is clear that GHG emissions are slowly decreasing (EPA, â€Å"Trends in Greenhouse Gas Emissions†). The most intensifying risk about GHG is that they take hundreds or even thousands of years to be completely depleted from the atmosphere. With that, they are prone to affect human life in the long term. The challenge brought about by these gases is that they prevent the release of heat from the earth into the atmosphere – ozone layer. As a result, this cau ses the earth to retain too much heat thereby leading to the global warming effect. The global warming effect causes a change in global climate. That is; it causes warmer temperatures to be experienced in different parts of the world. As a result, these higher temperatures lead to water evaporation from the existing water supplies. In areas where the global warmin

How music benefits the lives, both intellectually and socially, of Research Paper

How music benefits the lives, both intellectually and socially, of mentally retarded people - Research Paper Example Music is a medium that can meet people’ s needs for achievement, belonging, significance freedom and fun, since it allows expression of self and is a means of finding meaningful and enjoyable communication with others. The power of music has been recognized for a long time as a means of promoting health and well-being; therefore, music therapy to mentally retarded people is a means of harnessing the power of music for effective and positive change to individuals. Music actively engages people in their development and behavioural change; hence, for mentally retarded people music permits them to transmit musical and non-musical skills to other facets of life, which brings them from isolation into active participation in the world. The act of making music to mentally retarded people and reacting to musical stimuli makes these individuals able to experience immediate psychological and physiological awareness in various levels. The concrete reality of being able to sense auditorial y, tactfully, visually and emotionally brings these persons into the present, which brings immediate results. From mental retardation, these individuals experience the world around them on a subliminal or unconscious level; nevertheless, through music mentally retarded people can experience life at the conscious level, which opens lines of communication because it awakens, heighten and expand their awareness. Music has many positive changes on different levels to mentally retarded people since it has the unique properties of facilitating creative expression within individuals who have nonverbal or face difficulties in communication skills. Moreover, music provides an opportunity for experiences that open the way leading to motivation in learning in all domains of functioning; as well, music creates opportunities for positive and pleasurable social experiences, which are unavailable to mentally retarded people. In addition, music develops understanding of self, others and the surroun ding which improves the working of mentally retarded people at all levels and improves their well-being as well as fostering their independent living (Barksdale, 2003). There are various fundamental reasons to the effectiveness of using music as a curative agent, which include music being a cross-cultural mode of expression with its nonverbal nature making it a universal means of communication. Music sound stimulus is unique in its power of penetrating the mind and the body regardless of an individual’s level of intelligence or condition; therefore, music stimulates senses, evokes feelings and emotions, elicits both mental and physiological responses and energizes the mind and body. Music’s intrinsic structure and qualities has the potential for self-organization in mentally retarded individuals since it influences musical and non-musical behaviour hence it facilitates learning and acquisition of skills. Music is an extremely efficient and aesthetic modality which appl ies to all people including mentally retarded people owing to its interdisciplinary nature. Music improves motor skill, cognitive skills, affective states and adjustment as well as social skills; hence, music’s interdisciplinary aspects supplement and reinforce therapies for mentally retarded individuals (Barksdale, 2003). Music has been successful as a therapeutic intervention for individuals with mental and physical disorders; hence, music has always been recommended combined with treatment policy in order to supplement medical treatment. Music therapy theory suggest music engages the mind, bringing awareness of self and others leading to positive change and as choice theory suggest, thoughts and feelings change in accordance with actions that satisfy the individuals involved, which music invokes (Barksdale, 2003). Musial activities are useful for motion, also motivate conscious reaction, and complete the power of sensory motivation; however, music

The uses of propaganda posters in World War Essay Example for Free

The uses of propaganda posters in World War Essay On the poster you see a man and his two children. A girl is sitting on his lap with an open book, and a boy is sitting on the floor playing with soldiers. The daughter looks at him asking â€Å"Daddy, what did YOU do in the Great War? †. They designed the poster to induce a sense of patriotic guilt. They were trying to capture the British men unwilling to volunteer for the war and make them feel guilty if they didn’t join. The picture depicts a situation in the future, after the war, where the daughter asks her dad expectantly how he contributed to the war. The war on the poster is already over, the dad cant re-do it. This sends a message to the young boys, unwilling to go to war. Making them think what they would tell their children if they asked what he had done for the war. It also shows that he will come home to his family. The family in the poster are smartly dressed and look wealthy. The colours in the poster symbolise the war and army, the curtains have red roses on them and the chair has the sign of the royal coat of arms on it. This would also make the man think because these are marks of patriotism but this man has not done the patriotic thing. Everything in the poster is positive; nothing would put men off from joining the war even the boy’s toy soldiers are all standing up. â€Å"At the front† This poster would stand out to men because it is showing cavalry in battle, with horses reacting to an explosion in the foreground. This poster is trying to make boys interested in joining war to fight for their country. At the front† stands out to all readers, this would seem exciting to boys because they would be fighting at the front with their horses making them brave as the poster states. It also says â€Å"every fit briton should join† this implies that the men that fight in the war are healthy, strong and brave. It also sends out a challenge that is unspoken â€Å"ARE YOU†. This poster is very manly. The colours in this poster ties in to army colours, brown and green. This poster stands out because of the explosion. Most young boys would want be at the front with their horses working as part of a team, it is clear  these men work as comrades together to fulfill their task of bringing up the guns. Both of the posters’ primary purpose is to make men to join the army. During the World War 1, there were many of propaganda posters to persuade men in their country to enlist in the army. In addition, these two posters were one of propaganda poster to convince men to join the army with some of biased truth. Even though two of posters made same primary purpose, each of them has illustrated different intend and feeling. The poster, â€Å"Daddy, what did you do in the Great War† arouses guilt with sarcasm to those men who did not yet join the army so that it leads to men to join the army. Nonetheless, the poster, At the front! † imbue the courage and morale of the men that fight in the war. Personally I think the poster that poster â€Å"Daddy what did you do for the great war? † stands out because it is making you feel guilty with the children although the poster â€Å"At the front† would stand out more to men because it is very manly.

Response to Reading Rohinton Mistrys A Fine Balance Essay -- A Fine B

Response to Reading Rohinton Mistry's A Fine Balance I chose to read Rohinton Mistry’s A Fine Balance, a story about four very different people living in India during a period of great civil unrest known as The State of Emergency. I found this book incredibly easy to get into because of the way Mistry writes. He seems to create the story around you, placing you in the setting as a viewer, involving you in the lives of the characters. Mistry clearly outlines the political and economic situation of India at the time, further emphasizing the plight of the main characters. The first thing I noticed about Mistry’s writing style is his incredible ability to make you feel like you’ve actually shifted to another country, another continent even. His descriptive ability allowed me to imagine so many little details in the book, the smell of the street, the loud, boisterous vendors screaming their slogans as pedestrians walk by. You really get to feel as if you are witnessing the events as they unfold. The first part of the book explained the story but then it promptly switched to brief histories of each of the main characters before introducing them to the main plot. Mistry gives you the diverse backgrounds of all the main characters, using his beautifully descriptive language to make even simple things brilliant. The story takes place in an â€Å"unnamed City by the Sea† somewhere in India, exploring the lives of four very different people. Mistry creates characters that come from a very different world than I’m used to, maki ng the story all the more interesting for me. Mistry included many cultural references in the story that I looked up so that I knew a little more about the basis of the story. Before I had read this novel I had no knowledge of the State of Emergency (having been born after it took place) so I found reading about it from the perspective of a person experiencing it, very informative. This first section of the novel displays the interaction of the characters quite differently form the interaction they eventually have. All the characters are stiff and formal with each other. It is not until the next section of the book that they start to warm up to each other. Reading Response Journal #2 The beginning of this section marks a change in the book as all the main characters are now living under one roof and their attitude... ...of writing impressive and elegant without being over the top. He takes you on a roller coaster of emotions throughout the novel, leading you from happiness to depression in the blink of an eye. This book taught me something I had already vaguely known, that the world can be a very cruel place. The problem was I had never truly imagined it this cruel and abusive. It broke my heart and completely re-enforced my plans as to what I’m doing after I finish university. I plan on working for th UN in underdeveloped countries, focussing on social interactions and medical services. The way Mistry wrote this book affected me deeply. I think the theme of this book was about the power of human perseverance and the ability of the downtrodden to always look for ward to the next day with optimism. The four characters in this novel face tremendous ordeals and yet they still manage to maintain a small amount of control over their lives. Mistry writes in such a way that you can see their vul nerability, but you can also see how mentally and physically strong they are. They find comfort in the small things we take for granted, and as such they truly show their faith in a society that is failing them.

Pressure Ulcers

Feature Strategies to improve the prevention of pressure ulcers Judy Elliott describes a project that sought to improve tissue viability during the patient journey from admission to discharge Summary This article outlines the actions taken by one acute trust to implement evidence-based, best practice recommendations for pressure ulcer prevention. Initially, an exploratory study identified specific areas for practice development, particularly improving early risk assessment, intervention and focus on heel ulcers.Further actions included recruiting tissue viability support workers to promote a pressure ulcer campaign. Prevalence audit results demonstrated improved prevention and reduced prevalence of hospital-acquired pressure ulcers by 6 per cent and heel ulcers by 4. 9 per cent. Further work is required to ensure prevention strategies are consistent and documented. Keywords Best practice, evidence base, pressure ulcer prevention ( Institute for Innovation and Improvement 2009), there fore it is important to seek further initiatives to eliminate avoidable pressure ulcers from NHS care.Tissue damage A pressure ulcer is defined as (European Pressure Ulcer Advisory Panel (EPUAP) and National Pressure Ulcer Advisory Panel (NPUAP) 2009): ‘†¦ localized injury to the skin and/or underlying tissue usually over a bony prominence, as a result of pressure, or pressure in combination with shear. ‘ Healthy individuals are continuously moving and readjusting their body posture to prevent excess pressure and shear forces. Reduced mobility or sensation interrupts this natural response, rendering an individual vulnerable to tissue damage.Eurther susceptibility is influenced by an individual's intrinsic risk factors reflected by their tissue tolerance (Bonomini 2003). Individual risk factors include immobility, malnourishment, cognitive impairment, acute and chronic ulness (National Institute for Health and CUnicad Excellence (NICE) 2005). Pressure ulcer preventio n involves the modification of an individual's risk factors by the whole multidiscipUnciry team (Gould et al 2000). Risk assessment Identification of vulnerable individuals can be challenging.Designated risk assessment tools have been found to lack reliability and validity with a tendency to overestimate risk (Pancorbo-Hidalgo et al 2006). The NICE (2005) guideline emphasises the importance of early assessment, within sbc hours, using clinical judgement. Vanderwee et al (2007a) found skin inspection more reliable compared with an assessment tool, with 50 per cent fewer patients identified as requiring intervention cuid no significant difference in patient outcomes. The skin should be assessed for early signs of tissue damage, which November 2010 | Volume 22 | Number 9PRESSURE ULCERS have potentially devastating consequences for patients, hospitals and the overaU hecdth economy. An estimated 5 to 10 per cent of patients admitted to hospital develop pressure ulcers, resulting in incre ased suffering, morbidity and mortaUty (Clark 2002, Redelings et al 2005) and depleting NHS budgets by 4 per cent, or more than ? 2 billion ? mnually (Bennett et al 2004). Prevention is a complex, multifactorial process and although it is accepted that some pressure ulcers are unavoidable, most are considered preventable.Acknowledging the difficulty in establishing national comparative prevalence data because of variances in methodology and settings (Calianno 2007), a prevalence of 21. 9 per cent of patients affected was reported in a pilot study of UK acute hospitals in 2001 (Clark et al 2004). Pressure ulcer prevention is a nursing quality indicator and high impact action for nursing and midwifery (NHS NURSING OLDER PEOPLE Feature Figure 1 I Illustrations showing a correctly fitting chair to ensure sufficient I pressure redistribution and poor sitting posture 1.The patient should be seated with hips and knees at right angles, feet flat on the floor and arms/shoulders supported. Th e patient's weight is evenly displaced through the feet, thighs and sacrum. 2. The chair is too low; the patient's upper legs are not supported, and weight is increased onto the buttocks leading to greater risk of pressure damage. include observable discolouration and palpable tissue changes such as localised bogginess, heat or cold (NICE 2005). International guidelines (EPUAP/NPUAP 2009) advise a structured approach to risk assessment using a combination of all three techniques.Ecirly intervention Once risk is identified immediate action is imperative to minimise risk of pressure ulcer development. As evidence is weak for specific interventions a number of areas should be addressed, involving ecirly initiation of preventive action, improving tissue tolerance and protecting from the adverse effects of pressure, friction and shear (Calianno 2007). Nutrition and tissue loading are two areas of nursing influence. Strategies to ensure optimal nutrition should be used and the provision o f oral nutritioneil supplements has been associated with reduced tissue breakdown (Bourdel-Marchasson et al 2000).Tissue loading may be addressed by manual and mechcinical repositioning, mobuisation and exercise. Strategies to minimise shear forces include addressing posture, moving and handling techniques and use of electric profiling beds (Keogh and Dealey 2001). Positioning and repositioning Research has not established an optimeil frequency of patient repositioning (Defloor et al 2005). Repositioning should be undertaken on an individual basis in Une with ongoing skin evaluation, avoiding bony prominences (NICE 2005).The skin shoiUd be closely monitored to ensure effectiveness of the regimen and further actions taken if ciny signs of tissue damage occur. November 2010 Volume 22 Number 9 A flatter position distributes body weight more evenly. Semi-Fowler (semi-recumbent) and prone positions yield the lowest interface pressures with sitting cind 90-degree side-lying the highest (S ewchuk et al 2006). Repositioning using the 30-degree tuted side-lying position (alternately right side, back, left side) or prone position is advised (EPUAP/NPUAP 2009).The repositioning regimen should be agreed with the patient and will require adaptation to ensure concordance with comfort, symptoms and medical condition. Prolonged chair sitting is impUcated with greater risk of pressure ulcer development (Gebhardt and BUss 1994). Chair sitting should be Umited to less than two hours at ciny one time for the acutely ul at-risk individual (Clark 2009). A correctly fitting chair is important to ensure sufflcient pressure redistribution (Figure 1).Poor sitting posture may cause posterior pelvic tilt (sacral sitting) or pelvic obUquity (side tUting onto one buttock), with the ideal chair allowing feet to sit flat on the floor, with hips and knees at 90 degrees and arm/shoulders supported (Beldon 2007). Support surfaces High specification foam mattresses have demonstrated improved perf ormance in pressure ulcer prevention (Defloor et al 2005), leading assessme Low risk †¢ Use static foam mattress. †¢ Reassess if patient's condition changes. Medium risk †¢ Use static foam mattress. †¢ Implement repositioning regimen. Check skin at least daily. †¢ If any signs of pressure damage request dynamic (air) mattress. †¢ Reassess if patient's condition changes. High risk (contraindicated if patient weighs more than 39 stone (refer to guidelines), has a spinal injury (refer to trauma and orthopaedics) or unstable fracture). †¢ Use dynamic (air) mattress. †¢ Implement repositioning regimen. †¢ Check skin at least daily. †¢ If any further signs of pressure damage increase repositioning programme. †¢ Reassess and step down onto static mattress as patient's condition improves.Remember to apply heel protector boots for patients at risk or with heel pressure ulcers. NURSING OLDER PEOPLE Feature to replacement of standard mattr esses by most hospital trusts. There has also been considerable investment in mechanical (dynamic) support surfaces, where air is pumped through the mattress via alternating pressure or low air loss. However, the benefits of these devices remain unclear in terms of clinlccd and cost effectiveness (Reddy et al 2006). Pressure ulcer incidence rates of 5 to 11 per cent have been reported in studies, with longer use associated with greater risk (Theaker et al 2005).These devices should be considered m conjunction with other support surfaces as delayed or inconsistent use may negate the benefits. Multiple strategies A number of studies have attained favourable outcomes using multiple interventions. Examples include introducing a multidisciplinary working party, improving management of pressure-relieving equipment, educational programmes and developing new guidelines (Gould et al 2000, Catania et al 2007, Dobbs et al 2007). Variations in approach suggest the commitment of practitioners is vital to success. For example, a support surface . howed improved outcomes only when used In conjunction with an educational programme for registered nurses (RNs) (Sewchuk et al 2006). Factors identified as impeding pressure ulcer prevention include lack of time, staffing levels and staff knowledge (Moore and Price 2004, Pancorbo-Hidalgo et al 2006, Robinson and Mercer 2007). Skill mix may also influence outcomes. Horn et al (2005) investigated staffing levels in a nursing home and found fewer pressure ulcers were associated with more direct RN care for each resident. heels' protocolj Apply heel protector boots to patients at high risk of heel ulcers when on bed rest.Assessment criteria include limited mobility and: †¢ †¢ †¢ †¢ I Is patient immobile, heavily sedated or unconscious? Can patient lift his or her leg up in bed? Is there any evidence of heel tissue breakdown, blistering or ulceration? Does the patient have diabetes, vascular or renal disease? experie nces highlighted the challenges in delivering timely, optimal preventive care. Opportunities to improve preventive care during the patient journey from admission to discharge were identified. These processes were influenced by the level of communication and collaborative care.Practice development recommendations included: †¢ Improve early risk assessment and intervention. †¢ Direct resources to the start of the patient journey. †¢ Prevent heel ulcers. Further actions were taken during 2009/10 to develop practice in line with these recommendations. Method Tissue viabUity support workers were recruited for each hospital site to focus on pressure ulcer prevention, in particular managing pressure-relieving equipment. They reclaimed dynamic mattresses and recurected them to admitting areas to enable immediate access ‘at the front door'.They were entrusted with keeping a ‘float' of mattresses in a clean library store and helping with maintenance, decontamination eind training. In September 2009 a trust-wide pressure ulcer campaign was launched. This focused on three Interventions: support surface, positioning and repositioning and heel offloading: 1. Risk assessment within six hours and appropriate support surface (Box 1). A simple flow chart was disseminated highlighting a structured patient pathway, based on NICF (2005) best practice recommendations.Initial risk assessment was encouraged using clinical judgement to help early assessment in the emergency admitting areas. A more detailed assessment was requested during the following 24 hours using the Waterlow assessment tool (Waterlow 1988) to provide risk status confirmation and identify individual risk factors. Patients were assessed as low risk (fuUy mobile and minimal risk factors/Waterlow score 20). All trust static mattresses consist of high specification foam offering protection to all admitted patients. The trust has purchased November 2010 Volume 22 BackgroundAn exploratory study of pressure ulcer prevention was undertaken in the project hospital trust during 2007/08. The trust includes three acute sites covering a large geographical area consisting of more than 1,200 beds and serving a predominantly ageing population. A case study meth(3dology was used to consider the topic from a range of perspectives using quantitative zind qualitative data (Yin 2003). A reduction in overall and hospital-acquired pressure ulcer prevcdence since 2001 was found. Steady reduction in sacral ulcers was observed with the heel emerging as the most common site for hospital-acquired pressure ulcers by 2008.Increased prevalence observed in 2009 reflected revised data collection methods and improved reuabuity with thorough skin inspection. Data were also generated from focus group interviews with multidisciplinary clinicians. Their NURSING OLDER PEOPLE Feature more than 350 dyncimic mattresses and local recommendations prioritise patients at high risk, unless contraindicated. 2. Im plementation of revised positioning cind repositioning documentation. Revised documentation included a visual care plan/ regimen, repositioning chart and skin evaluation for all vulnerable patients. 3. F*revention of heel ulcers.The ‘hecilthy heels' project ran concurrent to the Ccimpaign cind was undertaken from October 2009 to March 2010. Funding was procured for regular provision of heel protector boots that ‘float the heel' and offload pressure to augment the repositioning and positioning programme. A protocol was disseminated aiming to protect patients with high risk factors such as diabetes or early signs of tissue damage located at the heel (Box 2). The annual prevalence audit methodology was revised to improve reliabUity of data collection cind undertciken in Februcuy 2009 and repeated in February 2010.Data was collected by tissue viabibty nurses at the bedside including skin inspection eind related preventive interventions. Previously, ward nurses supplied the d ate using vcirious collection methods. Data analysis was undertaken by the trust's clinical audit team. ulcers as some patients hav e more than one pressure ulcer. Audit results from Februciry 2010 showed a reduction in hospital-acquired pressure ulcer prevcilence by 6 per cent and a reduction in total pressure ulcer prevalence by 4. 7 per cent (Table 1). Prevalence of patients with pressure ulcers had reduced from the previous audit by 2. per cent to 13. 4 per cent (Table 1). More than half of the total inpatient population was assessed as vulnerable to pressure dcimage. This information enables comparison with similar populations and indicates a 2 per cent increase in the population at risk from the previous year. There was also a reduction in all grades/ categories of hospiteil-acquired pressure ulcers (Table 2). The grade (category) of ulcer is used to assess depth of tissue damage, with grades 1 to 2 affecting the top skin layers and grades 3 to 4 including the deeper underlyin g tissues (EPUAP/ NPUAP 2009).The origin of some pressure ulcers was not fully established, mainly because of lack of documentation and appearance of the ulcer (Table 2). There were observable improving standards in best practice and patient comfort and care on the wards. Repositioning care plcinning documentation had improved by 7 per cent but ongoing documented repositioning had reduced by 1 per cent (Table 3). Further improvements are required to meet best practice standards in both cases. Although the heel remained the most common site for pressure dcimage, there was a reduction in hospital-acquired heel ulcers by 4. per cent. Results Benefits beccime apparent during the campaign with observable improvements in patient access to equipment cind eeirly intervention. The results were analysed in terms of patient prevalence (percentage of patients with one or more pressure ulcer) and pressure ulcer prevcilence (percentage of pressure ulcers). The prevalence of pressure ulcers is usu ally greater than the prevalence of patients with pressure Prevalence of pressure ulcers Discussion The tissue viability support workers were instrumental in raising awareness of prevention 009 Number Number of patients Population at risk Prevalence of patients with pressure ulcers Prevalence of pressure ulcers Pressure ulcers acquired in hospital Pressure ulcers present on admission Origin not known (unsure/not completed) Percentage Number 2010 Percentage Change Percentage 976 497 151 242 132 930 51 15. 5 24. 7 13. 5 492 125 186 53 13. 4 20. 0 7. 5 6. 8 5. 7 T2. 0 i 2. 1 J. 4. 7 J. 6. 0 i 0. 8 I2. 2 70 63 53 75 35 7. 6 3. 5 1 November 2010 Volume 22 Number 9 NURSING OLDER PEOPLE Feature in the admitting areas and improving early access to dynamic mattresses.Previously, dynamic systems were often a late intervention, once pressure damage was appeirent, cind competing demands from the wards impeded availability. A structured approach supported fairer allocation, prioritisation by pat ient need and improved availability. The support workers also improved processes by fostering good teamwork with support staff, hospital management teams and nursing departments. Their presence in the ward areas improved preventive care, related protocols and provided a link with the tissue viability nurses.Our experiences suggest that further education and communication are essential to reach a staff. The ‘healthy heels' campaign demonstrated the effectiveness of heel protectors in a prevention strategy. These devices were used for prevention and treatment to ‘float the heel', with resolution of superflcial tissue damage often achieved through continued use. This included the treatinent of superficial necrosis (black heels), which in many cases were kept dry cind allowed to slough off retaining viable deeper tissues, as recommended by EPUAP/NPUAP (2009).The audit results mirror previous reports of less than 10 per cent of hospiteil patients having documented adequate pr eventive care (Vanderwee ef al 2007b). Some nurses expressed concems over time constrEiints and extra paperwork, which may have contributed to a reluctance to adopt revised positioning and repositioning documentation. Communication and education Achievement of best practice standar Best practice standard quired pressujmJceyar^ajeiKe by grad Grade of pressure ulcer Grade 1 Grade 2 Grade 3 Grade 4 Total 2009 Number 59 54 7 12 2010 Number 35 24 6 5 70 Percentage Change Percentage Percentage 6,0 5. 3,7 2,5 0,6 0,5 i 2. 3 4-3. 0 0. 7 1. 2 i 0,1 1 0,7 132 Origin not known (unsure/not completed) Grade 1 Grade 2 Grade 3 Grade 4 16 15 2 2 1. 6 1. 5 0,2 0. 2 23 23 7 0 2,4 2. 4 0. 7 T0. 8 i 0,9 IO. 5 _ Total 35 † 1 issues were other possible factors. The trust operates a link nurse system for tissue viability education that may limit dissemination to all nursing staff. In an audit of 44 UK hospitals Phillips and Buttery (2009) also found a lack of documentary evidence of risk assessment on admission and C2ire planning, together with the need to improve immediate allocation of appropriate resources.Early risk assessment and immediate intervention may also be hcimpered by the focus on emergency care in admitting areas. Robinson and Mercer (2007) identified contextual barriers to pressure ulcer prevention in emergency departments as use of a stretcher and a lack of basic care provision for older Patients having a documented pressure ulcer risk assessment within six hours of admission. Patients with documented risk assessment at time of audit. Patients nursed on appropriate mattress.Patients with a high or medium risk of developing a pressure ulcer with documented evidence of a positioning and repositioning regimen. Patients with a high or medium risk of developing a pressure ulcer with documented evidence of repositioning. Use of heel protectors and offloading techniques (of total number heel ulcers). Ulcers with resolving/treated infection. Prevalence of patients wit h hospital-acquired heel ulcers. 75 79 88 13 T9 11 33 2 7,9 10 4. 1 36 0. 2 3,0 I3 Improved by 1. 8 i 4. 9 NURSING OLDER PEOPLE November 2010 Volume 22 adults.The improvement of resources and processes in admitting cireas is crucial to prevention. Technological advances may cdso have created a culture focused on dynamic systems as the primary intervention. Eurther difficulties may cuise in maintaining individual repositioning schedules in busy hospital Wcirds where competing demands often require a more immediate response. Hobbs (2004) demonstrated improved outcomes when regular repositioning schedules were re-established. Eurther work is required to place the emphasis on patient mobilisation and prevention and away from equipment and treatment.Education and leadership are peiramount to generate this culture shift and rebalance these nursing priorities. Conclusion A comprehensive review of previous and current prevention activity was invaluable in identifying appropriate areas for i mproved intervention. The recruitment of tissue viability support staff assisted with early risk assessment and intervention, particularly in terms of pressure-relieving equipment. A pressure ulcer campaign was useful in raising awareness of three interventions: early risk assessment and intervention, positioning cind repositioning regimens eind ‘healthy heels' project.Audit results from Eebruary 2010 showed a reduction in hospital-acquired pressure ulcer prevalence by 6 per cent and a reduction in total pressure ulcer prevalence by 4. 7 per cent. Heel offloading using heel protector boots was an effective strategy for prevention and treatment of heel pressure ulcers. Although the heel remained the most common site for hospital-acquired pressure ulcers, there was a reduction in prevcilence by 4. 9 per cent. Improvements are indicated in the provision of documentary evidence to support prevention, particularly in terms of risk assessment, positioning and repositioning programme s.This project has demonstrated that responding to organisational specific factors can produce encouraging results in pressure ulcer prevention and identify' areas for continued effort. Dedicated leadership, education, teamwork and commitment are fundamental to continue to improve standards and ensure best possible patient outcomes. Online archive For related information, visit our online archive of more than 6,000 articles and search using the keywords Find out more Copies of the positioning and repositioning regimen can be obtained by emailing the author at: Judy. [email  protected] nhs. ukThis article has been subject to double-blind review and checked using antiplaglarism software. For author guidelines visit the Nursing Older People home page at www. nursingolderpeople. co. uk Judy Elliott is lead tissue viability nurse. East Kent Hospitals NHS University Foundation Trust, Canterbury References Bcldon P (2007) Silting safely to prevent pressure damage. Wound Essentials. 2, 10 2-104. Bennett G, Dealey C, Posnetl J (2004) The cost oi pressure ulcers in the UK. A^e and Ageing. 33, 3, 230-235. Bonomini J (2003) Effective interventions for pressure ulcer prevention. Nursing Standard. 17. 32. 4300.Bourdel-Marehasson I, Barateau M, Rondeau V el al (2000) A multicenter trial of the effects of oriu nutritional supplementation in critically ill older inpatients. Nutrition. 16, 1, 1-5. Calianno C (2007) Quality improvement strategies to prevent pressure ulcers. Nurse Practitioner. 32, 7, 10, 13-I5. Catania K, Huang C, James P et al (2007) PlIPI'l: The Pressure Ulcer Prevention Protocol Interventions. American Joumai of Nursing. 107, 4, 44-52. Clark M (2002) Pressure ulcers and quality of life. Nursing Standard 16. 22, 74-80. Clark M (2009) Guidelines for seating in pressure ulcer prevention and management.Nursing Times. 105, 16, 40-41. Clark M. Defloor T, Bours G (2004) A pilot study of the prevalence of pressure ulcers in European hospitals. In Clark M (Ed) Pressu re Ulcers: Recent Advances in Tissue Viability. Quay Boolcs. London. Defloor T, De Bacquer D, Grypdonck M (2005) The effect of various combinations of turning and pres. sure reducing devices on the incidence of pressure ulcers. International Joumai of Nursing Studies. 42, 1, 37-46. Dobbs N, Spanbauer P, Datz D (2007) Continuous automated pressure ulcer monitoring. Journal for Nurses in Staff ue-elopment. 23. 3, 132-135.European Pressure Ulcer Advisory Panel and National Pressure Ulcer Advisory Panel (2009) I're. ‘^sure Ulcer Prevention Quick Reference Guide. NPtJAP, Washington DC. Gebhardt K, Bliss M (1U94) Prevention of pressure sores in orthopaedic patients: is prolonged chair nursing detrimental? Journal of TLisue Viability. 4, 2, 51-54. Gould D, James T, I^rpey A et al (2000) Intervention studies to reduce the prevalence and incidence of pressure sores: a literature review. Joumai of Clinical Nursing. 9, 2,163-177. Hobbs B (2004) Reducing the incidence of pressure ulcers: implementation of a tum-team nursing program.Joumai of Gerontological Nursmg. 30, 11,46-51. Horn S, Buerbaus P, Bergstrom N et al (2005) RN staffing time and outcomes of long-stay nursing home residents: pressure ulcers and other adverse outcomes are less likely as RNs spend more time on direct patient care. American Joumai of Nursing. 105, 11, 58-70. Keogh A, Dealey C (2001) Profiling beds ver. sus standard hospital beds: effects on pressure ulcer incidence outcomes. Joumai of Wound Care. 10,2, 15-19. Moore Z, Price P (2004) Nurses' attitudes, behaviours and perceived barriers towards pressure ulcer prevention. Joumai of Clinical Nursing. 3,8,942-951. NHS Institute for Innovation and Improvement (2009) High Impact Actions for Nursing and Midwifery. NHS Institute for Irmovation and Improvement, Coventry: National Institute for Health and Clinical Excellence (2003) The Prevention and Treatment of Pressure Ulcers. Clinical Guideline 29. NICE, London. Pancorbo-Hidalgo P, Garcia-Femande z F, Lopez-Medina I et al (2006) Risk assessment scales for pressure ulcer prevention: a systematic review. Journal of Advanced Nursing. 34, 1,94-110. Pbillips L, Buttery J (2009) Exploring pressure ulcer prevalence and preventadve care. Nursing Times. 05, 16, 34-36. Reddy M, Gill S, Rocbon P (2006) Preventing pressure ulcers: a systematic review. Journal of the American Medical Association. 296, 8, 974-984. Redelings M, Lee N, Sorvillo F (2003) Pressure ulcers: more lethal than we thought? Advances in Skin and Wound Care. 18. 7. 367-372. Robinson S, Mercer S (2007) Older adult care in the emergency department: identifying strategies that foster best practice. Joumai of Gerontological Nursing. 33, T, 40-47. Sewcbuk D, Padula C, Osborne E (2006) Prevention and eari> detection of pressure ulcers in patients undergoing cardiac surgery.AORN Joumai. 84. 1, 75-96. Tbeaker C, Kuper M, Soni N (2005) Pressure ulcer prevention in intensive care – a randomised control trial of two press ure-relieving devices, . ‘ aesthesia. 60, 4. 395-399. Vanderwee K, Grypdonck M, Defloor T (2007a) Non-blanchable erythema as an indicator for the need for pressure ulcer prevention: a randomized-controUed trial. Joumai of Clinical Nursing. 16. 2, 325-335. Vanderwee K, Clark M, Dealey C et al (2007b) Pressure ulcer prevalence in Europe: a pilot study. Joumai of Evaluation in Clinical Practice. 13, 2, 227-235.Walerlow J (1988) The Waterlow card for the prevention and management of pressure sores: towards a pocket policy. Care Science and Practice. 6, 1,8-12. Yin R (2003) Case Study Research, Design and Methods. Third edition. Sage Publications, Thousand Oaks CA. November 2010 Volume 22 I Number 9 NURSING OLDER PEOPLE Copyright of Nursing Older People is the property of RCN Publishing Company and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.

Is humanitarian intervention justifiable? Essay

The view that humanitarian intervention is justifiable is debatable. This is due to the fact that in many cases there are two sides to a judgement, the side of the country or countries intervening and the side of the country that is being subjected to intervention. An example is the Iraq war in which the USA and Great Britain intervened, the US and UK may have viewed intervention as inevitable and necessary while the Iraqi’s had many other views and in hindsight many see intervention as a way of worsening matters. Furthermore the idea that humanitarian intervention is justifiable could indeed always depend on the situation and to what extent is intervention needed. Intervention can be justified by the idea of ‘common humanity’, this is the idea that moral responsibilities cannot be limited to a country’s own people and country but essentially to the whole of humanity. This can also be called indivisible humanity due to the claim that we are all humans no matter where we are on the planet. For example the Syrians may be different in geography and language to citizens of the western countries however; this doesn’t mean that they should be subjected to mass murder. As a result there seems to be a necessity for able countries to intervene, able in reference to resources and money and therefore humanitarian intervention can be viewed to be justifiable However, this can be argued against by the possibility of countries intervening for themselves and to pursue their own national interests rather than the country which they are supposedly offering help to. There is an argument that states that countries wouldn’t deploy a great amount of soldiers overseas if there wasn’t a possibility or even a certainty of personal gain and also it is argued that on the subject of whether to intervene or not, some countries calculate national interest and decide then to carry out the intervention or not. A possible example of this occurring is when the US sent troops to Iraq and there was a general view that this happened due to the possibility of gaining oil. This therefore shows political untruthfulness due to the fact that nations are using humanitarian intervention as a cover for their personal interest. Additionally, there is also a view that the citizens and the issues of a certain country are of that county’s business only and outside intervention is unnecessary. Therefore, this shows that humanitarian intervention isn’t justifiable Moreover, the idea of humanitarian intervention can be justified by the fact that in some cases countries act out of a need to prevent a conflict occurring in another country that could have an effect on the country’s own citizens. This is related to the idea of global interconnectedness, currently there are several countries that depend on another for a key reason, for example the exporting and importing of goods. As a result this leads to these countries siding with each other in matters of hardship for either one of them. Also the idea of global interdependence is important because it sheds light to the other side of self-interest; enlightened self-interest. An example of this is ‘Operation Provide Comfort’ (1991) which is when the US intervened in Iraq to defend Kurds that were fleeing their homes in the aftermath of the Iran-Iraq war. On the other hand, the issue of double standards arises that argues against the justification of humanitarian intervention. This is when there is clearly a pressing humanitarian emergency but certain countries decide not to intervene and go to the extent of ruling intervention out completely. For example, the Rwandan genocide in 1994, the USA had just come out of a terrible peacekeeping mission in Somalia and vowed never to get involved in a conflict between clans and tribes where there was no national interest. This shows that although the Rwandan genocide was such a pressing situation as there was no national interest in getting involved the US avoided it showing that they had double standards as years later they involved themselves in Iraq where there was a possibility of personal gain and national interest in the form of oil. Additionally, humanitarian intervention can be justified due to the concept of regional stability. This means that when one country is being affected to the extent of there being a need for intervention it will have a certain effect on the countries surrounding it. As a result many neighbouring countries of an affected country will support humanitarian intervention in fear of the effect that regional instability may have on them. If there is severe unrest then this may call for intervention from major powers such as the USA in order to prevent a possible regional war. For example, the humanitarian crisis in Syria is posing a threat to regional stability due to the rivalry between Iran and Saudi Arabia. The two countries are in dispute because Iran is adamantly backing the Syrian president Bashar Al-Assad while Saudi Arabia is strongly anti-Assad. This is causing regional instability due to the fact that several Middle Eastern countries are now forming two sides; pro-Assad and anti-Assad, for example the highly influential religious group Hezbollah are on Assad’s side as they sided with Iran on the matter. Furthermore this issue is severe due to its highly religious nature. This is shown in the fact that Shi’ite Iran and Hezbollah are supporting the Alawite Assad while Saudi Arabia a Sunni country are against him. Religion is a hugely influential and motivating factor for war and dispute and this issue is emphasising this further. Therefore the need for regional stability is key, and it justifies the need for humanitarian intervention as it seems like it is an important factor in preventing regional unrest and possible wars. On the other hand, it can be argued that humanitarian intervention isn’t justifiable due to the matter of ‘simplistic politics.’ This is when conflicts have been simplified to a basic good versus bad concept in which complexities of potential intervention and its consequences are ignored or belittled and certain aspects have been exaggerated such as the amount of atrocities committed or murders that have occurred. This then results in a distorted view of humanitarian intervention which leads to devastation once it happens as things are underestimated or overestimated. Distortion has a key role in the argument against humanitarian intervention being justifiable. This is because of the fact that the west have a false view of human rights in other parts of the world, for example the USA may have a different set of human rights to those of a middle eastern country and this distorted view can have many disastrous consequences as humanitarian intervention may occur due to a misinterpretation of the human rights of the countries involved. This shows that humanitarian intervention isn’t justifiable because of the different political systems around the world. In conclusion, the evidence shows that whether humanitarian intervention is justifiable depends mostly on the situation. There are views that support intervention as it is viewed as an act for the greater good and must happen to prevent mass murder occurring, while others view it negatively as a seed of double standards and national interest as shown in Rwanda in 1994 where the US didn’t intervene due to no personal gain being offered in return. As a result humanitarian intervention is justifiable according to the situation. Is humanitarian intervention justifiable?

buy custom Sex Education essay

buy custom Sex Education essay People often hear their parents and grandparents reminiscing about the golden past. They give examples of how things worked at the time whether it is regarding eating habits, manners or clothing. Most of all, one often hears people compare and contrast the teen culture of today with the past. Traditional thought holders frequently complain about teens receiving sex education openly in schools, stating that too much knowledge about the subject will cause them to become curious and therefore more likely to engage in casual sex. However, as Francis Bacons quote states, knowledge is power meaning that with the proper knowledge, the risk of harmful sex and early pregnancies is removed. The reason some people are against this education is because they believe the classes are targeting students in a negative way, providing them with a fantasy-like or unrealistic image about the taboo subject. On the contrary, health classes focus on teaching students about the sexual intercourse process, the risks and diseases involved and the pregnancy process along with birth control options. If this information was not presented, teens would rely solely on their own research, often from real life experiments, or from exaggerated rumors and stories. In the safe classroom environment, information such as unrotected sex, safe sex and abstinence is presented responsibly. Once students gain this knowledge, they are able to make intelligent individual choices. Moreover, peers do not pressure each other to make hasty decisions as they have been educated equally. As for the risks, they are a main focus of the curriculum. When talking among peers, students rarely mention the negative aspects of sex and therefore, ignore the issue. However, teachers focus on outcomes of unsafe encounters including sexually transmitted diseases, infections and unwanted pregnancies. Through this newfound awareness, teenagers points of view enhance and they are no longer pushed by blind ignorance into life threatening troubles. Furthermore, schools do not stop at simply giving out facts. The diligent leaders provide simple yet valuable resources to the student body. In fact some argue there should be more focus on sex education. However, because of time restrictions, not all concerns can be answered. Therefore, students have the option of accessing further information through guidance counselors, local Planned Parenthood clinics or even fellow peer counselors. These resources aid students who have dealt with real sexual problems such aas rape and physical and emotional abuse. Also, conservative religious parties make up main opposition to public sex education, believing that speaking freely about this topic will harm teenagers. However, these groups are gradually changing their minds as teenage pregnancy rates have declined due to the education provided. There are even social movements that refuse to back up this effort because they lack the understanding and proof of how greatly and positively sex education has affected people. They fail to realize that with the fast moving time, the culture, mindsets and living norms are changing drastically and call for unconventional methods to deal with the growing problems. Sex education does more than simply tell students about what sexual intercourse is. It helps develops attitudes and moral standards for the upcoming generations. Students are taught to engage in healthy relationships emotionally as well as physically. Other relationship aspects like bullying, abuse and stereotypes are explored to make individuals alert and realistic. This knowledge stays with them throughout their lives and impacts every relationship they have. Therefore, it is better to have the knowledge imbedded in their minds properly and maturely instead of receiving it from unreliable resources. Buy custom Sex Education essay

Juggling Online Classes and Work

Juggling Online Classes and Work Almost 20 million students are enrolled in college, according to a report from the National Center for Education Statistics. Close to 2.5 million college students are enrolled in distance learning programs, and the vast majority of them are working adults. Staying abreast of academic requirements is a job in itself, but for students trying to balance a job while pursuing a college degree, it’s a Herculean task. Fortunately, with some planning and discipline, there are ways to successfully juggle both school and work.   Dr. Beverly Magda is the associate provost for strategic partnerships at Harrisburg University of Science and Technology in Harrisburg, PA, and has over 15 years of experience in higher education with a focus on non-traditional, adult learners, continuing education, and online education. She believes that there are three keys to achieving success while working and taking online classes. Change Your Mindset One advantage of distance learning is the lack of time spent commuting to a college campus. Also, students can usually view classes at their convenience. As a result, there is a tendency to view this type of learning as easier, and this mentality can set students up for failure if they take a lackadaisical approach to their studies. â€Å"Students must set aside time weekly, if not a few minutes daily, to dedicate to the online courses,† Magda tells ThoughtCo, adding that online courses – whether core requirements or not - entail more time than most people realize. â€Å"Students think online courses will be easier, but once they get into them, they realize the courses take more work and concentration.† Its a sentiment shared by Dr. Terry DiPaolo, executive dean for online instructional services for the LeCroy Center for Educational Telecommunications at Dallas County Community College District. First, study of any kind isnt easy - it requires a great deal of time, commitment and perseverance, DiPaolo explains.  Ã‚   In some ways, studying online can be harder for some students - feeling isolated from instructors and feeling like they dont get a chance to really to get to know others students is something online students commonly report. Organize/Get a Head Start Staying on top of assignments is critical, and getting ahead can provide a cushion if something unexpected arises (such as contracting a 3-day virus or a temporary increase in work demands). Magda recommends that students start thinking of ways to get ahead. â€Å"As soon as you sign up for the course, read the syllabus and think about what work you can do ahead of time and do it.† Dawn Spaar also works at Harrisburg University of Science and Technology. Spaar is the director of adult and professional studies, and she tells ThoughtCo that students need to organize and prioritize their academic work. â€Å"Decide what needs to be done today versus next week instead of procrastinating or cramming at the last minute.† Some assignments may include group projects. â€Å"Coordinate early with classmates for group work and/or to get together to finalize an assignment,† Spaar recommends. Creating an effective calendar system will also help students hone their study habits during this juggling act. â€Å"Organize and plan- plan your semester on a calendar that incorporates due dates for projects at work, travel, your childs events, and other events.† Manage Your Time There are 24 hours in a day, and there’s nothing you can do to add more hours. However, as performance coach Michael Altshuler says, â€Å"The bad news is time flies; the good news is youre the pilot.† Managing your time and honing your study habits may be the most difficult part of the juggling online classes and working. â€Å"First, make a plan for the times and places you can complete school work with no or minimal interruptions,† Spaar advises. â€Å"For example, you may find it best to study late at night or early in the morning when the kids are asleep.† Also, Spaar says don’t be afraid to ask your family for some alone time.   While it’s important to stick to your schedule, that’s easier said than done. â€Å"You can be sure that something will tempt you away, but be firm and stick with plan,† according to Spaar. And if you get off track, be willing to make the necessary adjustments. â€Å"Eliminate a favorite TV show and catch it later, and put off the laundry for another day,† she says. The good news is that you don’t need large chunks of time. For example, Spaar recommends finding a quiet place at work to study during lunch breaks. In fact, Dan Marano, director of User Experience at Cengage, tells ThoughtCo that students can study in 15-minute spurts. â€Å"You don’t need to have marathon cram sessions or pull all-nighters to get school work done,† he says. â€Å"Make the most of your commute on public transportation and time spent waiting in line to fit in readings and quick reviews of your course materials.† And Marano advises students to take advantage of the various tools that may be available through online programs. â€Å"For example, many digital course materials come with free mobile apps that make catching up on readings or studying in short bursts easy and convenient on your mobile device, no matter where you are.† Marano warns against underestimating the impact of these short intervals of time – and he says they help students to avoid getting burned out.   The final step in time management may sound contradictory, but you need to schedule breaks. Marano explains, â€Å"Make the most of your free time by planning a fun or relaxing activity ahead of time so you feel less inclined to take unnecessary breaks.† Several studies have shown that taking breaks can boost productivity levels. By effectively managing your free-time and scheduling designated breaks from schoolwork, you can avoid procrastinating and actually increase your productivity level and also spur creativity.

Academic Integrity Seminar Assignment Example | Topics and Well Written Essays - 1000 words

Academic Integrity Seminar - Assignment Example d) From the date and source of this reading, one can conclude that some cultures or communities had shared values they wanted to preserve. They shared core values related to doing well to the benefit of the community. Such values can arise in the modern society or cultures through socialization. Socialization of the societal value begins with the family hence a child grows to know what the society expects. Greenspan is not realistic in his argument about business ethics. Exploitation of materials offers business support which makes it grow. It is not realistic for a business to buy and sell products with the same price; there has to be some differences to offer continuity of the business. Business ethics is not all about reducing exploitation to protect the beneficiaries, but it entails much more. Therefore, Greenspan is naà ¯ve in his argument. Pre-commit: People should try to make decisions before tempting situations. Pre-committing to difficult objectives can increase ones performance. Similarly, those who impose strict deadlines tend to perform better than those who don’t. Use rewards and penalties: Rewards are very vital in strengthening self-control. Many people can make short-term sacrifices for long-term gain when they have a self-imposed reward. Therefore, they will exercise self-control to get the reward in the end. On the other hand, use of penalties will discourage bad behaviors; making one develop self-control mechanism. Self-affirmation: This implies avoiding bad habits. One should reaffirm himself or herself on the core things he or she believes are better when done. It will result to self-control. Thinking about core values which are accepted will help an individual top self-control when depleted. â€Å"I would like to express my gratitude to my family members for all their support since I started schooling to this juncture. You have been supportive of my course. I am grateful