Transformational Learning Research Paper Example | Topics and Well Written Essays - 1750 words

Transformational Learning - Research Paper Example In this paper, transformational learning is explored from these perspectives. Transformational Learning The concept of transformational learning has played a significant role in adult education. One of its major contributions is establishment of a basis for distinguishing between childhood and adult education. Unlike other learning perspectives such as SDL, transformational learning focuses on the cognitive process, which results in learning. Core to its constructs are the learner’s experience that is diverse as compared to the experience among young learners and an advanced level of maturity that adult learners have relative to their potentials at younger ages. These distinctions, as Rubenson explains, identify the learning approach as an adult learning theory and, therefore, supports previously developed theoretical concepts by Mezirow. Rubenson further explains that the basis of transformational learning is the change in people that arises from abrupt changes in their envir onment, their experience, and the visibility of such changes among the subjects or among people around them (Reubenson, 2011). Transformational Learning Theory Westby offers a theoretical approach to transformational learning through the Mezirow’s transformational learning theory. ... The change aspects identify experiences such as â€Å"poverty, illiteracy, and oppression† that play a significant role in adults’ cognitive constructs for transformational learning (Westby, 2007, p. 15). Another foundation for transformational learning theory is the rational nature of human beings that drives them to reflect on their experiences and develop assumptions and opinions from the experiences. Westby offers four constructs of transformational learning. These are â€Å"constructivists’ foundation, critical reflection, a shift in the world view, and a change to meaning schemes† (Westby, 2007, p. 15). Constructivism recognizes adults’ perspectives that learning is developed from life experiences and is, therefore, an intrinsic phenomenon as opposed to a development from external sources such as books and educators. Constructivism further undermines the role of educators in transferring knowledge to learners because adult learners develop kno wledge from their experiences. Reflection is another fundamental construct in transformational learning and defines knowledge development through a series of reflection into actions and reflective evaluation of actions for solutions to problems that learners may encounter. This means that transformational learning is not entirely dependent on experience, but also on the learner’s rationale, which evaluates experiences for intellectual developments. A significant change in the worldview is another definitive characteristic of transformational learning and goes beyond knowledge and skills. The change in general perception involves transformation of personal values and approaches to developing meaning from a person’s

Intracellular Bacteria Survival Strategies

Intracellular Bacteria Survival Strategies Survival strategies of intracellular bacteria to amoeba grazing Free living amoebae are unicellular protozoan that are ubiquitous in various environments. They mainly feed on bacteria through phagocytosis, and kill them in phagosome, which is a harsh acidic environment that contains different antimicrobial weapons. Amoebae grazing has been suggested to be one of the major forces that shaping bacterial abundance and diversity. However, some bacteria have developed strategies to survive phagocytosis by free-living amoebae and are able to exploit host cell resources. Below we try to summarize our current knowledge on the diverse mechanisms that are used by intracellular pathogens to overcome amoebae defenses. The most obvious strategy is to escape from the phagosome so that intracellular pathogens can avoid amoebae killing. Because phagosome is generally viewed as a harsh environment where ingested bacteria are confronted with acidification, oxidative burst, nutrient deprivation, and various antimicrobial small molecules. For instance, some members of the genus Mycobacterium, such as Mycobacterium marinum and M. tuberculosis, have evolved the ability to escape from phagosome into the host cytosol. This process requires the mycobaterial type VII secretion system ESX-1. In addition, both M. marinum and M. tuberculosis can be ejected from the cell through an F-actin structure ejectosome to spread cell to cell [1,2]. In general, cytosol is considered as permissive for bacterial growth, as it provides nutrients and is protected from host immune killing [3]. Therefore it is an ideal place for bacteria to thrive after escaping from phagosome. However, some intracellular pathogens can invade more unusual intracellular niches such as the eukaryotic nucleus. This includes in the free living amoebae Naegleria clarki [4] and more recently in another amoeba strain Hartmannella sp. [5]. These so called intranuclear bacteria are relatively rare and current studies suggest an independent evolutionary origin of an intranuclear life style. Taken together, after escaping intracellular bacteria can live in either cytosol or nucleus. The second strategy is to stay within the phagosomal vacuole, but subvert its antimicrobial mechanisms. These include preventing phagosome-lysosome fusion, modulating phagosomal pH, damaging phagosomal membranes, and/or quenching oxidative bursts [6]. Intracellular pathogens can utilize a combination of these approaches. For instance, Legionella pneumophila has evolved a complex system which allows the bacteria to hijack the phagocytic vacuole [7]. It can evade the endocytic pathway and the subsequent phagosome-lysosome fusion, delays its acidification and establishes a safe intracellular niche called Legionella containing vacuole (LCV), which allows intracellular replication [7,8]. Further studies suggest that L. pneumophila uses the Icm/Dot type IV secretion system (T4SS) and the Lsp type II secretion system (T2SS) to avoid killing and exploit host resources [7,9]. There are plenty of other bacteria using similar strategies [10]. However, a very special case is that some intracellu lar pathogens can exploit the complex cycle of the social amoeba. In the amoeba farming symbiosis, our lab group has found that some wild Dictyostelium discoideum clones stably associate with different bacterial partners and use them as food and weapons [11-14]. These clones are called farmers because they can seed and harvest their crops in new environments [14]. In addition, two clades of inedible Burkholderia bacteria have been found to induce farming, causing the amoeba host to carry them, along with edible crop bacteria [11]. Another recent case shows that Bordetella bronchiseptica can also exploit the complex life cycle of D. discoideum. Interestingly, B. bronchiseptica resides outside the D. discoideum spores, while the carried Burkholderia localize both inside and outside of spores, indicating these two bacteria have different exit strategies. Overall, the majority of intracellular pathogens occupy phagosomal vacuole, while only some are able to escape the phagosome [6]. This is possibly due to the fact that specialized mechanisms are needed to escape from phagosome [3,6]. There is no clear relationship between the type of survival strategies and whether the microbe is an obligate or facultative intracellular pathogen [6]. References 1. Hagedorn M, Rohde KH, Russell DG, Soldati T (2009) Infection by Tubercular Mycobacteria Is Spread by Nonlytic Ejection from Their Amoeba Hosts. Science 323: 1729-1733. 2. Gerstenmaier L, Pilla R, Herrmann L, Herrmann H, Prado M, et al. (2015) The autophagic machinery ensures nonlytic transmission of mycobacteria. Proceedings of the National Academy of Sciences of the United States of America 112: E687-E692. 3. Ray K, Marteyn B, Sansonetti PJ, Tang CM (2009) Life on the inside: the intracellular lifestyle of cytosolic bacteria. Nature Reviews Microbiology 7: 333-340. 4. Schulz F, Horn M (2015) Intranuclear bacteria: inside the cellular control center of eukaryotes. Trends in Cell Biology 25: 339-346. 5. Schulz F, Lagkouvardos I, Wascher F, Aistleitner K, Kostanjsek R, et al. (2014) Life in an unusual intracellular niche: a bacterial symbiont infecting the nucleus of amoebae. ISME Journal 8: 1634-1644. 6. Casadevall A (2008) Evolution of Intracellular Pathogens. Annual Review of Microbiology 62: 19-33. 7. Hoffmann C, Harrison CF, Hilbi H (2014) The natural alternative: protozoa as cellular models for Legionella infection. Cellular Microbiology 16: 15-26. 8. Escoll P, Rolando M, Gomez-Valero L, Buchrieser C (2013) From amoeba to macrophages: exploring the molecular mechanisms of Legionella pneumophila infection in both hosts. Curr Top Microbiol Immunol 376: 1-34. 9. Hubber A, Kubori T, Nagai H (2014) Modulation of the Ubiquitination Machinery by Legionella. Molecular Mechanisms in Legionella Pathogenesis 376: 227-247. 10. Steinert M (2011) Pathogen-host interactions in Dictyostelium, Legionella, Mycobacterium and other pathogens. Seminars in Cell Developmental Biology 22: 70-76. 11. DiSalvo S, Haselkorn TS, Bashir U, Jimenez D, Brock DA, et al. (2015) Burkholderia bacteria infectiously induce the proto-farming symbiosis of Dictyostelium amoebae and food bacteria. Proceedings of the National Academy of Sciences of the United States of America 112: E5029-E5037. 12. Stallforth P, Brock DA, Cantley AM, Tian XJ, Queller DC, et al. (2013) A bacterial symbiont is converted from an inedible producer of beneficial molecules into food by a single mutation in the gacA gene. Proceedings of the National Academy of Sciences of the United States of America 110: 14528-14533. 13. Brock DA, Read S, Bozhchenko A, Queller DC, Strassmann JE (2013) Social amoeba farmers carry defensive symbionts to protect and privatize their crops. Nature Communications 4. 14. Brock DA, Douglas TE, Queller DC, Strassmann JE (2011) Primitive agriculture in a social amoeba. Nature 469: 393-396.

computers :: essays research papers

Computers In Our Lives   Ã‚  Ã‚  Ã‚  Ã‚  With the 21st century rolling right along the technology world is becoming highly advanced every year. School in America must teach the basics of computers before computers become too advanced for students to even learn the basics. Once the basics of computers are taught in school, then students will be able to complete a large percentage of assignments over the computer. There are three basic functions that computers will do to help education. Computers will help students to receive learning material in an efficient way. Computers will allow students to accomplish more work using quick research and will allow for increased learning during the students’ education. Computers will allow students to prepare for the new way of life in which computers will be used in every profession.   Ã‚  Ã‚  Ã‚  Ã‚  The computer has an endless supply of possible education aids. Students will be able to research any topic over the computer and the Internet. With all assignments given, all work can be done over the computers. Students can take tests over the computer, they can complete math problems and, of course, students can complete writing assignments. The more students use computers, the quicker work will be completed.   Ã‚  Ã‚  Ã‚  Ã‚  Students will be able to do all the research they need without leaving their seat. Students can learn about anything they want using the computer, which will lead to for an advanced education. The more a student researches, the more the student will learn about computers. With education switching to computers, students will learn at an efficient rate and will learn more material. Computers are used for research, writing out ideas, and then typing the paper, which makes writing papers easier for the students and more assignments can be given.   Ã‚  Ã‚  Ã‚  Ã‚  With the new way of life quickly changing, computers are going to be needed for everything. In America computers will be the basis of every profession. Computer will be used to write up information, to check background information for police officers, and will be used to even issue fishing licenses at fishing stores. If computers are not used daily in school, then the process for the future of the student will not be completed.

Cultural nursing Essay

Australia is home to one of the most culturally diverse populations in the world, and the population continues to grow (National Health and Medical Research Council, 2006). This expanding diversity creates a potpourri of cultural attitudes, beliefs and values unlike the dominant Westernised view. The cultural differences impact on how people understand and experience end-of-life in the country. Customary practices of caring for the terminally ill that permeates in most African communities differ vastly from that of Australian’s individualistic culture (Hiruy & Mwanri, 2013). African culture is of a collectivistic nature whereby autonomy is devalued and the communities or families are expected to care for the sick. As with most ethnic minority groups, this culture can become altered or suppressed when subjected to the influences of another overriding culture (Kirmayer, 2012). For these reasons, the aim of the paper is to facilitate an understanding of the process to achieve culturally competent care. This paper begins with a description of an interaction between a student nurse who held a western set of values and a patient of African origin. The paper then discusses the cultural biasness against the minority group as well as the power relationships involved resulting in the suppression of the African end of life practices. A reflective discussion regarding the best approach to deliver culturally competent care during the interaction will also be presented. Case study Talib (pseudonym) was an African man in his 80s who was transferred to the palliative care ward following an episode of cardiac arrest. When the student nurse first encountered Talib and his family, they appeared to be reserved and kept to themselves most of the time. Talib’s family took on the task of nursing Talib and refused to leave him alone even during the night shift. Talib’s family members also regularly communicated on behalf of Talib even though the patient was fluent in English. Accordingly, the student nurse’s provision of nursing care was limited. The first day of Talib’s stay on the ward also saw the arrival of over 80 visitors. In African culture, members of the community are expected to visit and pay their respects to someone nearing the end of life (Hiruy & Mwanri, 2013). This practice is especially significant in Talib’s case as he was a well-respected leader of  his community. Though the intentions of these visitors were directed by their culture, the norms of the ward did not permit such practices. Initially, the ward tried to accommodate the sudden influx of visitors. Other nurses were involved with the additional task of crowd-controlling and reminding the visitors to be considerate of other patients. As the visitors became more disruptive and unmanageable, hospital security was called in to escort them out. Moreover, the sheer number of visitors arriving to pay their respects was exhausting Talib who appeared to be fatiguing and sleeping throughout these visits. The student nurse and her preceptor discussed with the family regarding the regulation of visitors. This created conflicts within the family as Talib’s daughter felt her father needed some respite from the visitors. However, Talib’s sister wanted him to receive a send-off that was worthy of his status. The situation was contained when the student nurse and her preceptor raised the issue with the medical practitioners who imposed a restriction on the number of visitors allowed. Cultural biasness and its impact Each person is a bearer of his or her own culture, values and attitudes and hence is subjected to ethnocentric tendencies and cultural imposition (Wells, 2000). In an interview of over 90 English nurses, ethnocentric practices and cultural biasness against ethnic minority group were still reported in current nursing practices (Vydelingum, 2006). Self-assessment can pave the way to caring effectively for a patient or family from another culture as healthcare providers develop culturally sensitivity to differences (Calvillo et al., 2009). Nurses who cultivate a habit of reflecting on their own cultural values, attitudes, beliefs and practices will be more aware of the influence of their own culture on work practices (Culley, 2006). When nursing the culturally different, nurses need to perceive and understand the significance of those differences and how that can be responded to within the nursing practice. Within the Australian context, there is a focus on the empowerment of patients (Williamson & Harrison, 2010). While involving patients with healthcare discussions is a step towards attaining empowerment, this may not be the case in a collectivistic culture. Many cultures do not share the  principal value of individualism (Davis, 1999). In collectivist cultures, individuals do not concern themselves with healthcare decisions, instead family members or community are often the designated arbiters (Kanitsaki, 2003). As Talib’s cultural practice dictates that the responsibility of his care belongs to his family, the student found it difficult to engage with the patient and his family and establish a therapeutic relationship with them. The student was also frustrated at the lack of opportunities to communicate directly with Talib. She felt that she was not able to identify his healthcare needs and thus, not able to deliver any nursing care. In addition, the student nurse also received a culture shock with regards to the response of the community. The number of people who poured in to visit Talib was beyond her comprehension. Due to the lack of exposure to such encounters, the student was uncertain with regards to handling the situation. She was more familiar with her Western ways of grieving and took that as a benchmark for normalcy. This belief is fortified by other patients and their family on the ward who were mainly of Australian descent. When a person’s customs are threatened by other unfamiliar cultural practices, he or she can become defensive and dwell on their own ethnocentric values (Ruddock & Turner, 2007). Undeniably, the student nurse was affected by the incongruence in culture. She was initially puzzled but reported feeling annoyance as she saw visitors’ actions as disturbances rather than cultural practices. Power relationships Given the hierarchical nature of the health care setting, asymmetrical power is present throughout any level of relationships including organisational and individual (Ramsden, 2002). The professional culture as set out by the hospital privileges ritualised routine care, leaving little room for nurses to work in a culturally safe manner (Richardson & MacGibbon, 2010). The power imbalance further pervades at the individual level as nurses have an inherent role power over patients (Kuokkanen & Leino-Kilpi, 2000). This power often underpinned the nurses’ professional practices and interactions. In order for patients to receive effective healthcare, nurses have the responsibility to analyse and understand these power relationships. Power  imbalances should be managed to avoid isolating patients and promote equitable nursing care. Even so, nurses will still make the conscious decision to exercise their power as a form of domination which occurred in Talib’s situation (Galla nt, Beaulieu, & Carnevale, 2002). Power relationships in the above case study involved both the institution and the nurses which interplayed with each other. The most obvious agent of control was the institution. In the name of patient safety and enforcement of order in the ward, hospitals will put in force policies and guidelines which are carried out by the employees. This inadvertently or advertently dictates the actions of nurses and impacts on their decision-making and nursing care (Kuokkanen & Leino-Kilpi, 2000). The cultural need of Talib and his community, however, presented a major challenge to upholding order and control within the ward. Consequently, the cultural practice was overruled in favour of preserving the ward environment. The nurses in the case study were authorised to regulate the behaviours of patients and their visitors. Talib and his community were subjected to the nurses’ power to enforce hospital guidelines and polices when the visitors were forced out of the ward by hospital security . The decision to call in security was solely that of the nurses without any prior notice to Talib and his community. The author and her preceptor also brought up the idea of imposing restrictions on the influx of visitors to the medical practitioners. While the doctor’s order to restrict the number of visitors was made in consultation with Talib’s daughter, it was hardly the consensus of other family members. The agreement to the visitor restriction may be an attempt to avoid another confrontation with security by assimilating into the hospital culture while compromising on their cultural practice. In this manner, the African community was disempowered by both healthcare providers and institutions. Lessons learnt Culturally safe care has its basis in cultural awareness and cultural sensitivity (Phiri, Dietsch, & Bonner, 2010). The ability to be culturally sensitive is developed from openness towards cultural diversity and respect for these differences (Campinha-Bacote, 2003). Appreciating the underlying forces that drive certain cultural practices can also contribute to  developing cultural sensitivity (Ramsden, 2002). Thus, for nurses to acquire the knowledge, skills and attitudes that are pertinent to the delivery of culturally safe care that is congruent with the patient’s needs, they have to recognise the patient’s cultural system and norms. Nurses will need to be aware of their own prejudices to circumvent stereotyping and categorising which can affect their approach towards the acceptance of culturally different end-of-life practices (Chenowethm, Jeon, Goff, & Burke, 2006). The understanding of a culture should not be confined to rituals, customs and practices of a group alone. Learning about a single aspect of one culture does not provide insight into the complexity of people’s behaviours their cultural realities (Duffy, 2001). In reality, culture is complicated and difficult to define. In order to maintain cultural safety and accommodate for cultural differences without disregarding diversity and individual considerations, nurses have to move away from a checklist approach to provision of care (Peiris, Brown, & Cass, 2008). Individual variations exist within each ethnic group. Talib’s daughter decided to put the health of her father above that of her cultural practices and against the wishes of other family members. Therefore, nurses have to tailor their care accordingly while respecting the overall cultural-defined norms and allowing for those individual differences. Provision of culturally competent care Culturally competent care is supported by both communication and recognition of diversity within and between groups of culture (Nursing Council of New Zealand, 2011). In line with this concept, Andrews and Boyle proposed that nurses need to possess certain skills in order to deliver culturally competent care (Andrews & Boyle, 2008). Cultural self-assessment and addressing communication needs are two of the skills that are applicable to this case study. When caring for culturally diverse patients, nurses have a higher tendency to display inadequacy in their communication (Donnelly, 2000). Misconceptions regarding these patients can arise, leading to a lack of respect for those with cultural values different from one’s own. This was manifested by the student nurse who was in effect demonstrating ethnocentrism. She made a fallible judgment of viewing Talib’s cultural  practices from the dominant cultural lens. By believing that the only way to identify Talib’s healthcare needs was through the patient without considering his family and community was characteristic of an individualistic view. In addition, the student nurse’s ethnocentric view of Western bereavement culture as proper and rational, while the African culture was disruptive was indicative of a racist undertone. It was important to acknowledge the patient’s ownership and control over their cultural knowledge, customs and beliefs and recognise these as the reality (Karnilowicz, 2011). The student nurse should have communicated with Talib’s family members with regards to their needs as they are the main decision makers in Talib’s health care. In addition, the nurses took matters into their own hands by deciding to impose visitor restrictions and kicking the visitors out. A more culturally sensitive method is to discuss with Talib’s family as they may be able to negotiate and control their v isitors in a way that is less degrading than expelling them from the ward. Conclusion Culture has a pronounced influence on how patients, their families and healthcare providers view end-of-life experiences. Understanding the cultural differences could enhance the cultural competence and culturally safe practices of nurses. This article has attempted to illuminate some of the cultural differences displayed by Africans living in Australia and how these may lead to diverged end of life needs in these communities. These differences have implications for how appropriate palliative care can be provided to them. Before attempting to accommodate to those differences, it is imperative that nurses possess cultural awareness through recognising their own cultural realities and prejudices. Understanding the power relations played out in the hospital setting is a step towards enhancing the implementation of culturally safe care. Apart from the inherent dominance nurses have over patients, institutions also have bearing over how nurses exert these powers leading to suppression of certain cultural practices. It is necessary for systems and individuals to learn about the customary beliefs of the patient and avoid generalising patients who belong to the same culture as individual differences exist. By acknowledging the various cultures and their norms, it is anticipated that the provision of culturally competent end-of-life care to these ethnic minority groups can be attained. Reference Andrews, M. M., & Boyle, J. S. (2008). Transcultural Concepts in Nursing Care: Wolters Kluwer Health/Lippincott Williams & Wilkins. Calvillo, E., Clark, L., Ballantyne, J. E., Pacquiao, D., Purnell, L. D., & Villarruel, A. M. (2009). Cultural competency in baccalaureate nursing education. Journal of Transcultural Nursing, 20(2), 137-145. Campinha-Bacote, J. (2003). Many faces: Addressing diversity in health care. Online Journal of Issues in Nursing, 8(1), 3. Chenowethm, L., Jeon, Y. H., Goff, M., & Burke, C. (2006). Cultural competency and nursing care: an Australian perspective. International Nursing Review, 53(1), 34-40. doi: 10.1111/j.1466-7657.2006.00441.x Culley, L. (2006). Transcending transculturalism? Race, ethnicity and health-care. Nursing inquiry, 13(2), 144-153. doi: 10.1111/j.1440-1800.2006.00311.x Davis, A. J. (1999). Global influence of American nursing: Some ethical issues. Nursing Ethics, 6(2), 118-125. Donnelly, P. L. (2000). Ethics and cross-cultural nursing. Journ al of Transcultural Nursing, 11(2), 119-126. Duffy, M. E. (2001). A critique of cultural education in nursing. Journal of advanced nursing, 36(4), 487-495. Gallant, M. H., Beaulieu, M. C., & Carnevale, F. A. (2002). Partnership: An analysis of the concept within the nurse–client relationship. Journal of advanced nursing, 40(2), 149-157. doi: 10.1046/j.1365-2648.2002.02357.x Hiruy, K., & Mwanri, L. (2013). End-of-life experiences and expectations of Africans in Australia: Cultural implications for palliative and hospice care. Nursing Ethics. doi: 10.1177/0969733012475252 Kanitsaki, O. (2003). Foreword – Transcultural nursing and challenging the status quo. Contemporary Nurse, 15(3), v-x. doi: 10.5172/conu.15.3.v Karnilowicz, W. (2011). Identity and psychological ownership in chronic illness and disease state. European journal of cancer care, 20(2), 276-282. doi: 10.1111/j.1365-2354.2010.01220.x Kirmayer, L. J. (2012). Cultural competence and evidence-based practice in m ental health: epistemic communities and the politics of pluralism. Social Science & Medicine, 75(2), 249-256. Kuokkanen, L., & Leino-Kilpi, H. (2000). Power and empowerment in nursing: Three theoretical approaches. Journal of  advanced nursing, 31(1), 235-241. National Health and Medical Research Council. (2006). Cultural competency in health: A guide for policy, partnerships and participation. Canberra, Australia: Retrieved from http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/hp19.pdf. Nursing Council of New Zealand. (2011). Guidelines for cultural safety, the Treaty of Waitangi, and Maori health in nursing and midwifery education and practice. Wellington: Nursing Council of New Zealand. Peiris, D., Brown, A., & Cass, A. (2008). Addressing inequities in access to quality health care for indigenous people. Canadian Medical Association Journal, 179(10), 985-986. Phiri, J., Dietsch, E., & Bonner, A. (2010). Cultural safety and its importance for Australian midwifery practice. Collegian, 17(3), 105-111. doi: http://dx.doi.org/10.1016/j.colegn.2009.11.001 Ramsden, I. (2002). Cultural safety and nursing education in Aote aroa and Te Waipounamu. Doctor of Philosophy, Victoria University of Wellington. Richardson, F., & MacGibbon, L. (2010). Cultural safety: Nurses’ account of negotiating the order of things. New Zealand Women’s Studies Journal, 24(2), 54-65. Ruddock, H. C., & Turner, D. S. (2007). Developing cultural sensitivity: Nursing students’ experiences of a study abroad programme. Journal of Advanced Nursing, 59(4), 361-369. doi: 10.1111/j.1365-2648.2007.04312.x Vydelingum, V. (2006). Nurses’ experiences of caring for South Asian minority ethnic patients in a general hospital in England. Nursing Inquiry, 13(1), 23-32. Wells, M. I. (2000). Beyond cultural competence: A model for individual and institutional cultural development. Journal of community health nursing, 17(4), 189-199. Williamson, M., & Harrison, L. (2010). Providing culturally appropriate care: A literature review. International Journal of Nursing Studies, 47(6), 761-769. doi: http://dx.doi.org/10.1016/j .ijnurstu.2009.12.012

Assessment Tools

Running head: 1 Assessment Tools Analysis Paper Tricia E Topping University of Phoenix NUR/440 Karen Harriman April 16, 2012 Assessment Tools Analysis Paper 11/13/12 8:13 PM http://www. scribd. com/doc/104725000/Assessment-Tools-Analysis-Paper Page 2 of 12 April 16, 2012 2 Assessment Tools Analysis Paper Assessment tools are used in nursing to enhance the overall assessment phase of the nursing process. The assessment tools that I have selected to analyze are: The Spiritual Well- Being Scale (SWBS), The Hassles and Uplifts Inventory, and The Well Being Picture Scale (WBPS).After describing each tool and it’s benefits within the nursing process, I will apply them to the vulnerable population of person’s with Down syndrome. Spiritual Well-Being Scale â€Å"The Spiritual Well-Being Scale (SWBS) is a general indicator of perceived well- being† (lifeadvance. com). During its creation by doctors Ellison and Paloutzian, they found a need for Assessment Tools Analysis Pa per 11/13/12 8:13 PM http://www. scribd. com/doc/104725000/Assessment-Tools-Analysis-Paper Page 3 of 12 people to be able to describe their thoughts on spirituality in their own terms.This concept gives spiritual followers a greater sense of self worth and a reason to continue their spiritual beliefs. It also gives purpose to the congregation and individual members for continuing to spread the message of their beliefs to others. Having the ability to believe in a higher being, to talk and pray to this entity, empowers a person beyond normal daily activities. It allows for the creation of self peace and guidance in times of trouble. â€Å"Being religious or having spiritual beliefs has been linked to improved health and well-being in several empirical studies† (Grow et. ll). The SWBS is inexpensive tool and can be utilized by any person or population. It is very simple to use, is self-administered and takes between 10-15 minutes. â€Å"It is a paper and pencil survey currentl y available in both English and Spanish†¦ and was designed to assess people’s perception of their own spiritual well-being† (lifeadvance. com). The SWBS can be used by nurses within the assessment process to help guide and show a patient’s level of spiritual well- 3 being.A higher level of spiritual well-being can be associated with improved health and better recognition of self limitations and spiritual peace if faced with a life threatening diagnosis. As the SWBS is a simple tool, it would be effective for a health care worker to use with a high functioning adult with Down syndrome. With slight modification to questions for ease of understanding, and possible verbal presentation, a health care provider could present the tools and interpret the results as with any other adult.The community in which one worships acts as a support system for it’s members. Many families with children affected by Downs or similar disorders turn to a spiritual community f or support and acceptance. These communities assist to foster the growth of the child into a spiritual adult, giving them a better sense of self worth, a Assessment positive belief in a higher power, and a functional place within a small population. Because of this, the SWBS can be an effective tool to enhance the assessment of an adult Downs patient.Hassles and Uplifts Scales The Hassles and Uplifts Scales (HSUP) were created as a more positive approach to recognizing daily stressors in our lives. A modification of the Hassles scale, the HSUP is a combination of the Hassles scale with 117 items identifying life’s stressors, and the Uplifts scales including 135 items identifying daily positive encounters. The HSUP contains â€Å"fifty-three items worked so that the respondent can indicate whether a given transaction is a hassle, uplift, or both† (Lazarus & Folkman, 2011).By combining the two scales, a positive emphasis was placed on daily activities, rather than focusi ng on the negative stressors of the Hassles scale. â€Å"The Uplifts scale suggests how positive aspects of daily life counteract the damaging effects of stress† (Lazarus & Folkman, 2011). Brought together in the HSUP scale, the positive influences 4 and negative effects of stressors in a person’s daily life can be identified. If the negative stressors are prevalent, it is then within the power of the individual to increase the number of uplifting events while decreasing or overcoming the stressors.This information is very useful to identify while performing a health assessment. If a patient is found to have an overwhelming number of stressors or hassles and few to little uplifts, their emotional and physical well-being could be compromised. Too many negative stressors can lead to an inability to cope and cause damaging effect. Assisting a patient to identify both stressors and uplifts can allow them to develop their own coping mechanisms as well as introduce more posi tive interactions throughout Assessment Tools Analysis Paper 11/13/12 8:13 PM ttp://www. scribd. com/doc/104725000/Assessment-Tools-Analysis-Paper Page 5 of 12 their day. The HSUP is also an inexpensive and simple tool that can be performed during a health care assessment and take approximately 10 minutes for an adult to complete. By identifying the 53 phrases as either a hassle or uplift and giving each a numerical value from 0-3, the test can be scored quickly providing immediate results for the patient. This is important because is allows the nurse to quickly recognize positive and negative influences.The patient can then be made aware of the outcome. This allows the patient and nurse or health care provider to collaborate together to balance out the hassles and increase the uplifting experiences. The HSUP, like the SWBS, can be easily used in assessments of higher functioning adults with Downs. If needed, slight modification to the 0-3 numerical rating can be done. Instead of as signing a number to an uplift or hassle, the patient could more easily identify a positive or negative experience in their daily activities.By then focusing on the uplifting/positive experiences, a patient with Downs could recognize the experiences that create happiness, learning to try and experience these more often. This assessment tool can also be used easily by members of the patient’s family to assist them in identifying situations that cause increased stress. Assisting the family in recognizing Developers / API Legal Terms Privacy Copyright  © Copyright 2012 Scribd Inc. Language: English

The History and Process of Textile Production

The History and Process of Textile Production The creation of textiles, or cloth and fabric materials, is one of humanity’s oldest activities. Despite the great advances in production and manufacturing of clothing, the creation of natural textiles still to this day relies on the effective conversion of fiber into yarn and then yarn to fabric. As such, there are four primary steps in the manufacturing of textiles which have remained the same. The first is the harvest and cleaning of the fiber or wool. The second is carding and spinning into threads. The third is to weave the threads into cloth. Lastly, the fourth is to fashion and sew the cloth into clothes. Early Production Like food and shelter, clothing is a basic human requirement for survival. When settled Neolithic cultures discovered the advantages of woven fibers over animal hides, the making of cloth emerged as one of humankinds fundamental technologies drawing on existing basketry techniques. From the earliest hand-held spindle and distaff and basic hand loom to the highly automated spinning machines and power looms of today, the principles of turning vegetable fiber into cloth have remained constant: Plants are cultivated and the fiber harvested. The fibers are cleaned and aligned, then spun into yarn or thread. Finally, the yarns are interwoven to produce cloth. Today we also spin complex synthetic fibers, but they are still woven together using the same process as cotton and flax were millennia ago. The Process, Step-by-Step Picking: After the fiber of choice was harvested, picking was the process that followed. Picking removed foreign matter (dirt, insects, leaves, seeds) from the fiber. Early pickers beat the fibers to loosen them and removed debris by hand. Eventually, machines used rotating teeth to do the job, producing a thin lap ready for carding.Carding: Carding was the process by which the fibers were combed to align and join them into a loose rope called a sliver. Hand carders pulled the fibers between wire teeth set in boards. Machines would be developed to do the same thing with rotating cylinders. Slivers (rhymes with divers) were then combined, twisted, and drawn out into roving.Spinning. After carding created slivers and roving, spinning was that process that twisted and drew out the roving and wound the resulting yarn on a bobbin. A spinning wheel operator drew out the cotton by hand. A series of rollers accomplished this on machines called throstles and spinning mules.Warping: Warping ga thered yarns from a number of bobbins and wound them close together on a reel or spool. From there they were transferred to a warp beam, which was then mounted on a loom. Warp threads were those that ran lengthwise on the loom. Weaving: Weaving was the final stage in making textiles and cloth. Crosswise woof threads were interwoven with warp threads on a loom. A 19th-century power loom worked essentially like a hand loom, except that its actions were mechanized and therefore much faster.

Free Essays on The Relationship Of Schizophrenia And Dopamine

The Relationship of Schizophrenia and Dopamine Schizophrenia is a chronic and debilitating mental illness. Although the cause of schizophrenia is unknown, there are many hypotheses. The most widely accepted explanation is the dopamine hypothesis. Schizophrenia is the most common and destructive kind of psychosis, which is an impairment of thinking that causes the affected person’s interpretation of reality to be severely abnormal. Schizophrenia affects 1% of the adult population including more than 2.7 million Americans. It is typically diagnosed in young adulthood and occurs equally in men and women. The disease usually consists of hallucinations, delusions, social withdrawal, flattened emotions, and loss of social and personal care skills. Schizophrenia can be characterized by disturbances in the areas of the brain that are associated with thought, perception, attention, emotion, motor behavior, and life functioning. The symptoms are divided into negative and positive categories. Negative symptoms consist of behavioral deficits such as blunting of emotions, language deficits, and lack of energy. These negative symptoms result in reduced brain activity in the prefrontal cortex. Positive symptoms are frightening as well, but they are not as disabling in the long term as negative symptoms. These positive symptoms consist of hallucinations, delusions, and bizarre behavior. The dopamine hypothesis states that the brain of schizophrenic patients produces more dopamine than normal brains. There is a lot of clinical evidence that supports the dopamine hypothesis. The first evidence that dopamine may be involved came from amphetamine users. Amphetamines work by causing the brain to produce more dopamine and have been shown to produce psychotic-like symptoms. In addition, traditional anti-psychotic drugs work by blocking dopamine receptors in the brain. Much of the dopamine activity is found in the limbic system... Free Essays on The Relationship Of Schizophrenia And Dopamine Free Essays on The Relationship Of Schizophrenia And Dopamine The Relationship of Schizophrenia and Dopamine Schizophrenia is a chronic and debilitating mental illness. Although the cause of schizophrenia is unknown, there are many hypotheses. The most widely accepted explanation is the dopamine hypothesis. Schizophrenia is the most common and destructive kind of psychosis, which is an impairment of thinking that causes the affected person’s interpretation of reality to be severely abnormal. Schizophrenia affects 1% of the adult population including more than 2.7 million Americans. It is typically diagnosed in young adulthood and occurs equally in men and women. The disease usually consists of hallucinations, delusions, social withdrawal, flattened emotions, and loss of social and personal care skills. Schizophrenia can be characterized by disturbances in the areas of the brain that are associated with thought, perception, attention, emotion, motor behavior, and life functioning. The symptoms are divided into negative and positive categories. Negative symptoms consist of behavioral deficits such as blunting of emotions, language deficits, and lack of energy. These negative symptoms result in reduced brain activity in the prefrontal cortex. Positive symptoms are frightening as well, but they are not as disabling in the long term as negative symptoms. These positive symptoms consist of hallucinations, delusions, and bizarre behavior. The dopamine hypothesis states that the brain of schizophrenic patients produces more dopamine than normal brains. There is a lot of clinical evidence that supports the dopamine hypothesis. The first evidence that dopamine may be involved came from amphetamine users. Amphetamines work by causing the brain to produce more dopamine and have been shown to produce psychotic-like symptoms. In addition, traditional anti-psychotic drugs work by blocking dopamine receptors in the brain. Much of the dopamine activity is found in the limbic system...