Automation of Services at the County Offices Using the Mobile Essay

Automation of Services at the County Offices Using the Mobile Application Systems - Essay Example This paper illustrates that despite the substantive progress made in the automation of services at the County offices using today’s mobile application system technologies, little success has ideally been made in ensuring that effective delivery of service is achieved as required by the project proposal. After a successful completion of the research proposal and its submission, the author has since been working on addressing a number of aspects that have proved to be challenging in effectively applying the plan despite the fact that the development process is completed. The main intention of the proposal was to provide solutions to the current problems facing the county offices in terms of enhancing their service delivery prospects and mitigate the previous challenges of corruption and increased numbers of ghost workers. Ideally, upon completion and the final implementation, the proposal would make a significant impact in addressing the challenges in the County officers and in turn enhance service delivery to the citizens. However, much progress has not been made because of various factors. The process of developing the software is currently finalized; however, working out the trials has been the greatest challenge considering the fact that a majority of the County offices’ workers significantly benefit from the analog system of service delivery and, therefore, do not embrace the use of the technology. Going by the prospects that the proposal was meant to address issues of corruption and ghost workers availability, such prospects have not been achieved yet. A majority of firms that have already implemented similar services don’t accept interviews pertaining to the effectiveness of their systems majorly because of the confidentiality aspects associated with the implementation of the project.

Strategic Marketing Analysis Essay Example | Topics and Well Written Essays - 4750 words

Strategic Marketing Analysis - Essay Example And then the product decisions are made based on popularity. This means that we must consider the brand name before purchasing from a manufacturer. In the collectable business, customers tend to look for the newest and greatest, and so animeinternational.com must consider the current popular culture in product decisions. We tend to focus on the high customer base products that are derived from popular anime cartoons, movies and menga comics. Over time, we develop customer's tastes and budgets step by step. We instruct them, and bring them along as far as they want to go. We may have affairs from time to time for one reason or another; but we deliver them true value, and have made repeated Sales of quality products, they'll get back. Customers Development and Customers Retention are super-critical foundation stones at animeinternational.com. Price decisions are also an important part of animeinternational.com marketing strategy. ... The price strategy is derived from the consumer's ability to find the product elsewhere, basically our competition. Therefore, to retain our customer base, we must sell at a less than retail value. Distribution decisions are also a strong part of our strategy, however, as noted previously, we do not market to any specific geographic location. Instead, animeinterantional.com markets to as many geographical locations as possible. This is a strong marketing strategy for us as it fills a customer need that other facilities do not. Many anime sellers and retailers are US only based, and we compensate for that customer base loss. We always conduct Quality sales of Anime products. Our processes include the quality product sales based on these principles: Is a product in good-quality Is a product sold at the "right" price Is a product understood by the buyer (customer's satisfaction or understanding is our utmost priority at animeinternational.com). All of our products manufactured at Animeinternational.com run through a standard lifecycle. We intend to sponsor our products in a more efficient way that will fulfill all the customer's requirements. Since Animeinternational.com creation, we are struggling hard to do something new and to evangelize to our valued customers. The promotional mix is very integrated. We are an internet based company, and use business 'sharing' type marketing-such as pop up adds on similar sites or fan forums, Google Adwords, and similar low cost marketing alternatives. Animeinternational.com does market to specific customer segmentations also, especially using web-based marketing, such as when a customer does a search

Functionalism In Families And Societies

Functionalism In Families And Societies Functionalists view the family as a nuclear family structure, i.e. a mother, father and 1 or 2 children. Murdock surveyed 250 societies from the small hunting tribes to the large industrialised societies. He found that in every society there was some form of a nuclear family, he concluded from this study that the nuclear family was universal. Murdocks definition of a nuclear family is Within the framework of the nuclear family, Murdock identified with four family functions which if were ignored, society would not exist. Sexual, Reproduction, Economic and Education were the four functions. Similar to Murdock, Tallcott Parsons another functionalist had his own views of what functions the nuclear family should contribute to society. He believed that there were two important roles within the family Expressive and Instrumental. The womens role was the Expressive role as she was the one who raised, nurtured and taught the children the norms and values within the home. The mans role was the Instrumental role because he went out to work to provide financial security for his family. Parsons also identified the family as being the primary agent of socialisation and came up with the warm bath theory primary socialisation (norms and values) and stabilisation of adult personalities (support and love for the adults within the family. Criticisms Functionalists view of the family is similar to a fairy tale, because they ignore the family dynamics and in some families the darker side i.e. abuse, neglect and violence through male domination. Marxism A Marxist perspective of the family saw the family as a means of production and cheap labour whereby they are influenced by capitalism in a capitalist society. Marxists identified three main functions which they saw as a way for the family to fulfil for capitalism. Inheritance of Property means that in order for property to be handed down to a legitimate heir, sexual relationships need to be restricted to one person, thus the offspring would be blood related. For this to happen, The monogamous nuclear family developed with the emergence of private property, in particular the private ownership of the forces of production, and the advent of the state, (cited in Haralambos, M. 1985. 340) The second function is the Ideological Functions which families need to fulfil by socialising children with the ideas that there will always be bosses and workers within a capitalist society. The last function looks at the Unit of Consumption whereby families work to produce goods, which are bought by the families to enable them to be fed and clothed, which bring greater profit for the capitalists. Criticisms Marxists ignore the different structures of families which are found in todays society and with this the different roles within the family. Feminism Feministic views of the family are split into 3 groups, similar to that of the key perspectives. Liberal feminists believe that both the male and the females have equal roles within the family when it comes to the household chores and childcare. Marxist feminists view the women as the producer of future workers and womens oppression stems from capitalism and not the family. Radical feminists view of the family structure is one of patriarchal and that men are seen as the enemy. This type of family within society is also seen by feminists as the key institution in its contribution to maintaining social control Criticisms All three branches of feminism view the nuclear family as the most dominant unit within society, as well as believing that all members of the family serve society, performing different functions. Post Modernist A post modernistic view of the family is at the opposite ends of the scale to functionalism. Post modernists believe that in most societies there are diverse and multi-cultural types of families where members within these units are free to make their own life choices as to how, what and where they live, work and socialise within society. Post modernists also believe that everyone is entitled to the same opportunities in education, healthcare and family support as in their view, there are no class divisions (working and ruling classes), in most societies. Zietlin et al summarises this view of the world, The post modern world is shaped by pluralism, democracy, religious freedom, consumerism, mobility and increasing access to news and entertainment, (Zietlin class handout 2009. 92) Criticisms Because of their views of equal opportunities and freedom of speech and choices they ignore the fact that some people can and do make wrong choices with regards to ignoring the norms and values which are passed down the generations which inevitably upsets the social control aspects in some societies. How the roles and relationships of the family have change over time. Sociologists view childhood as Social Construction because they are biologically distinct from adults, (Harris, M. 2008.44) For this reason I will explain the question in two parts. Children The role of the child within a pre-industrial family (pre 1750), was one of equal standing. As soon as the child could walk and talk they were taught the family trade and were expected to carry on the family tradition. After the industrial revolution came the emergence of the industrial family (1800-1900), when children as young as 6 or 7 were sent to work in factories and down coal mines to bring money into the family home, however this brought about higher mortality rates because children werent as strong as adults. The mortality rates went into decline when the modern industrial family emerged (1900-2000), this is because children were starting to be seen as children and not as cheap labour. Experiences of childhood began to emerge for the majority of children within families, however there are still some societies today that still send their children out to work, but this is now not the norm in todays world. Gender roles and relationships During the pre-industrial years both men and women worked together with other family members. However this all changed between 1750 and 1900 when women were expected to stay at home and be responsible for household chores, childcare and producing the future workforce. This type of family structure was very patriarchal the men had the power so they were the dominators in the family. However this started to change when the modern industrial family emerged between 1900 and 2000, as more women were given the opportunity to become educated, this led to more women in the workforce. This led the family to share the household chores and the childcare and sometimes swap roles within the family if the man became unemployed. Diversity of the contemporary family structure What is a family? This question has been raised by many sociologists and the majority of these have all had different opinion. However in answer to this question, a family can be the nuclear or extended type of family, which are 2 or 3 generations living under one roof. This type of family was more common pre-1750 when families worked with and supported each other, and which still does happen in some cultures and societies i.e. Asian families. Other types of family structures which are more common in Britain today are the one parent families, the step families, the divorced families and the gay and lesbian families who have children. Families today are extremely diverse and multi-cultural through social influences from the media, education and global improvements. Conclusion Throughout this assignment I have paid particular attention to the different views of Functionalism, Marxism, Feminism and Post Modernism. I have given an evaluation of each perspective and have briefly described the changes in roles, relationships and structures within families. I have concluded in my evaluation that my opinion of families and households is one that in todays society of choice, freedom, diversity and multi-cultural structures that post modernism is by far the best view and explanation of society today.

The Mexican War :: Texas Revolution Papers

Beginning in 1845 and ending in 1850 a series of events took place that would come to be known as the Mexican war and the Texas Revolution. This paper will give an overview on not only the events that occurred (battles, treaties, negotiations, ect.) But also the politics and reasoning behind it all. This was a war that involved America and Mexico fighting over Texas. That was the base for the entire ordeal. This series of events contained some of the most dramatic war strategy that has ever been implemented. What Caused This War? In 1845 the U.S attempted to Annex Texas. Basically America wanted Texas to become one of the states rather then and independent nation by itself. At this time Texas was an independent nation that was not a part of America or Mexico. Mexico wanted to keep Texas neutral if not a part of its own country. When the U.S attempted to annex Texas Mexico became outraged, " In November 1843 Mexico had warned that if the United States should commit the 'unheard-of aggression' of seizing an integral part of 'Mexican territory' Mexico would declare war " (Bound for the Rio Grande, 62). Despite the warning the U.S attempted to annex Texas. In doing so Mexico retaliated by breaking off all diplomatic relations with the U.S. Mexico felt that the U.S was insulting them by not taking them seriously when they threatened with war. So at this point America showed a very large interest in possessing Texas. America was very close to actually acquiring Texas when they made their first mistake in the war. The U.S requested the also be given the Rio Grande. The Rio Grande was south of Texas and clearly belonged to Mexico (refer to figure 1). The U.S felt that the Rio Grande was part of Texas and should be given to the U.S with Texas. Mexico would not give up the Rio Grande because they were certain that the Rio Grande belonged to them. America's greed is THE major reason this conflict occurred. The U.S also believed the Mexico should have to pay for any of the U.S's debts that were incurred during Mexico's conflicts with Spain. America was in debt 3 million dollars because of the Mexico and Spanish conflicts and America very strongly believed that these debts were Mexico's fault and they should have to pay for them.

Positive Attitude Essay

As we all know people love to be around positive people. Negative people always bring you down and usually do not accomplish goals they have set. In the work world, you do not want anyone on your team be negative. It can rub off on anyone in the group, or the whole group. However, it is also true for a positive attitude and self-concept. Those who are positive tend to be more driven and have a better self-concept. This paper discusses the importance of having a positive attitude and self-concept as a leader. It discusses steps and way to develop these traits. How to Develop a Positive Attitude and Self-Concept as a Leader Attitude is a mental position relative to a way of thinking or being; a leaning toward that which you believe (Purkey, 1988). A positive attitude is the inclination to generally be in an optimistic state of mind. Positive attitude, positive thinking, and optimism are all characteristics that will make a leaders life more positive and increase their self worth. A leader will most likely be more successful when using all of these characteristics to their full potential. Let’s focus on how a positive mind-set can help leaders overcome life’s challenges. There are just some people in the world that cannot look past all the negative and start looking at the positive things in life. If you cannot get past the negative and start concentrating on the positive you cannot succeed as a great leader because your mind will be elsewhere. To accomplish a task a leader must have full concentration on the objective. Any dev iations can hinder the team and objective (Campbell & Martinez-Perez, 1977, pp. 455-459). A positive mind set gives the leader the ambition and drive to accomplish the goals your organization as given you. Everyone has goals. Some may be bigger and more advanced than others but every leader has a goal. To accomplish these goals, a leader must â€Å"focus on putting their life out there and risking it for success† (Campbell & Martinez-Perez, 1977, pp. 455-459). To have a positive way of thinking you must have healthy self-esteem or self confidence. â€Å"The self-esteem is the part of you self-concept that determines your self-worth† (Campbell & Martinez-Perez, 1977, pp. 455-459). Websters dictionary define self-esteem as â€Å"a confidence and satisfaction in oneself† (â€Å"Self-esteem,† 2010). Many leaders have low self-esteem due to many  reasons. Some leaders compare themselves to other leaders. You cannot compare yourself to another leader because their motives and objective are usually different than your own. Some leaders allow the people who surround them influence their ideas. For example, if you are developing a new concept for a company. However, your team mates do not like the concept or idea you probably will give in due to peer pressure. You have allowed others to influence your decision. This is neither good nor bad, just depending on the situation. When you receive support and encouragement from signi ficant people than that is when you start to appreciate yourself (Campbell & Martinez-Perez, 1977, pp. 455-459). You may be thinking â€Å"no one ever appreciates you,† however, may be you should be the first to complement others. You are the leader, so lead. The author believes everyone is created for a special reason. We all have different talents and a way of thinking. You also have the choice on who you hang out with as well as who influences you. Not hanging around people who have bad influences in your life will likely be the first step to having a better outlook on life. You are more likely to succeed in a leadership position if you surround yourself with supportive people (Campbell & Martinez-Perez, 1977, pp. 455-459). The author believes there are two types of self-esteem. You have positive self-esteem and negative self-esteem. Positive self-esteem is having an ‘I can accomplish this task.’ Positive self-esteem people are usually fun to be around because they have a ‘cup half full’ outlook on life. A negative self-esteem person has a â€Å"cup half empty’ outlook on life. They are always down and can even have a negative influence on the people they surround themselves with.

Review Of Nebulization And Respiration Health And Social Care Essay

Relevant literatures refer to those that are of import in supplying the in-depth cognition needed to do alterations in pattern or to analyze a selected job. The related literatures for this survey are divided into the undermentioned classs. 2.1 Incidence, prevalence, causes and hazard factors of respiratory diseases. 2.2 Effectiveness of nebulization in kids with respiratory conditions. 2.3 Effectiveness of nebulization with O in kids with respiratory diseases.2.1 Incidence, Prevalence, Causes and Risk factors of Respiratory Diseases in Children:Every twelvemonth ARI ( including both upper and lower ) histories for an estimated 3.9 million deceases worldwide. It is estimated that India, Indonesia, Bangladesh and Nepal together account for 40 % of the planetary mortality load. On an norm, kids below 5 old ages of age suffer about 5 episodes of ARI per kid every twelvemonth, which accounts about 238 million onslaughts. ARI is responsible for about 30-50 % of outpatient visits to wellness attention installations and about 20-40 % of paediatric admittances to infirmary. It is besides a taking cause of hearing loss as a sequele of ague otitis media ( Vashishth, 2010 ) . Acute respiratory infections continue to remain among the chief causes of child mortality. Even in the general population, they are the taking cause of acute morbidities globally. Estimates suggest that the incidence denseness of ARI among under five kids in developing and developed states is 0.29 which histories for 151 million and 5 million new episodes each twelvemonth. India with 43 million bear the maximum brunt of respiratory diseases in the development states ( Sanjay Chaturvedi,2010 ) . A transverse sectional community based survey was conducted to find the prevalence of and the socio demographic factors that contribute bronchial asthma among kids aged 6-15 old ages in Mangalore ; India. Using random sampling technique, 559 kids were selected as samples. The prevalence of bronchial asthma was found to be 10.3 % with a higher prevalence in male childs ( 12.1 % ) .A important reverse additive tendency with increasing age, and a positive association with household history of asthma were besides observed in the survey ( Jain.A, Bhat.V, 2010 ) . A prospective cohort survey was conducted in Cochin, India to find whether anaemia is a hazard factor for childhood asthma. Two hundred kids between the age group of 2-18 old ages, with both anaemia and upper and lower respiratory tract infections were enrolled in the survey as samples. Hundred kids with anaemia were taken as the survey group and another 100 without anaemia were taken as control group. All the kids were subjected to probes like CBC appraisal, CRP appraisal, Mantoux trial and chest X ray. Pneumonic map trial was performed on kids above six old ages of age who showed the grounds of asthma. Peripheral vilification, serum ferritin and serum Fe adhering capacity were estimated for all anaemic kids. The survey found anaemia is a hazard factor for childhood asthma and anaemic kids were 5.75 times more susceptible to wheezing onslaughts when compared to kids without anaemia ( Ramakrishnan.K,2010 ) . An extended study was conducted in India to find the clip tendencies and overall prevalence of bronchial asthma in kids. The survey consequences showed that the variables like differences in samples, primary result variables, incompatibility in age class, rural-urban fluctuation, standards for positive diagnosing, and survey instruments confounded the result variables. The average prevalence was 4.75 % . Overall average prevalence was found to be 2.74. Childhood asthma among kids between the age group of 13 – 14 old ages was lower than that in the younger kids between 6 – 7 old ages of age. The prevalence was more in urban dwellers and in male kids. A broad inter-regional fluctuation in prevalence was besides observed by the research worker. The survey findings indicated that the load of bronchial asthma in Indian kids was higher than that was antecedently understood ( Ranabir Pal, 2009 ) . An extended study was conducted in Italy with the purpose of look intoing the effects of cars on asthma symptoms and to analyze the cogency of ego reported traffic exposure.33, 632 kids of age 6-7 old ages and striplings were enrolled in the survey. Data was collected by administering standardised questionnaire to the parents and besides by self coverage of exposure by kids. External and internal proof methods were used to measure the possible response prejudice of ego reported traffic exposure. The consequences showed that the kids populating in intense traffic countries are at increased hazard of respiratory diseases. As the features of the population were specific, the consequences of proof of ego reported traffic exposure were non generalized. ( Migliore.E, et.al,2009 ) . A descriptive survey was conducted to happen the association between cooking fuels and the hazard of respiratory disease in preschool kids in Lucknow, India. Mothers of 650 kids from 28 urban hapless vicinities were selected by utilizing random sampling technique. Respiratory disease was assessed by detecting the marks and symptoms. Exposures included the types of cookery fuels and continuance of their usage in the old hebdomad and other possible forecasters of respiratory disease. The point prevalence of respiratory disease was 14.5 % . Majority ( 56.0 % ) , of the households used wood as the cookery fuel. Other fuels used included kerosine ( 24.2 % ) , coal ( 19.2 % ) , LPG ( 15.4 % ) , and droppings bars ( 8.6 % ) . Use of droppings bars, as a cookery fuel was associated with respiratory diseases in the community. Other variables like age, weight, sex, household income, and family construction were non associated with disease. Use of droppings bars as cooking fuel and overcrowding increased the hazard of respiratory diseases ( Shally Aswathi, et.al, 2007 ) . A descriptive survey was conducted in Tanzania to find the effects of biomass fuels, wood coal and kerosine on ARI in kids under five old ages of age. Approximately 85 % and 15 % of kids were from biomass fuels and wood coal or kerosine utilizing places severally. Average ARI prevalence was 11 % . The prevalence of ARI across assorted fuel types used in cooking did non vary much from the national prevalence. The findings suggested that to accomplish meaningful decrease of ARI prevalence, it is necessary to hold a displacement from the usage of biomass fuel, charcoal/kerosene for cooking to clean fuels such as gas and electricity ( Kilabuko, 2007 ) . A descriptive survey was conducted to measure the load of respiratory upsets in rural India. The survey showed that poorness and unhealthy environment were strongly related to respiratory upsets. Bronchitis and asthma were the taking cause of respiratory diseases ; pneumonia and pneumonic TB ranked one of the five causes of deceases in rural India. Asthma and bronchitis prevalence rates in Karnataka, Gujarat, Haryana, Uttar Pradesh, Kerala and Madhya Pradesh were above national norm. Prevalence of pneumonic TB was high in Madhya Pradesh, Uttar Pradesh, and Gujarat whereas Tamilnadu and Maharashtra recorded lowest prevalence. Though national broad wellness programs have succeeded in cut downing human death of respiratory diseases to a certain extent ; there is a great demand for improved and effectual area-specific wellness plans and societal and economic development in rural countries to accomplish the coveted wellness ends ( Ramanakumar.V, et.al, 2005 ) . A prospective community based survey was conducted in Greenland to place the hazard factors of acute respiratory infections in kids. Open cohorts of 288 kids between the age group of 0-2 old ages were included in the survey. All the kids were monitored hebdomadally for episodes of upper and lower respiratory tract infections. Analysis of hazard factors was carried out utilizing a multivariate Poisson arrested development theoretical account which was adjusted for age. Attending a child-care centre and sharing sleeping room with grownups were identified as the hazard factors for upper respiratory tract infection in kids. Hazard factors for lower respiratory tract infections included male gender, go toing a child-care centre, exposure to passive smoke, and sharing a sleeping room with kids aged 0aa‚ ¬ † 5 old ages. Breastfeeding was identified to be a protective factor for lower respiratory tract infections. The population attributable hazard of lower respiratory tract in fections associated with inactive smoke and child-care centres was 47 % and 48 % , severally ( Koch.A, 2003 ) . A infirmary based instance control survey was undertaken in Delhi, India to find hazard factors associated with terrible lower respiratory tract infection in under-five kids. 512 kids including 201 instances and 311 controls were enrolled in the survey. Healthy kids go toing Pediatrics outpatient section for immunisation during study period were enrolled as controls. On stepwise logistic arrested development analysis it was found that deficiency of breastfeeding, upper respiratory infection in female parent and siblings, terrible malnutrition, cooking fuel other than liquid crude oil gas, inappropriate immunisation for age and history of lower respiratory tract infection in the household were the important subscribers of ague lower respiratory tract infection in kids under five old ages of age. Sexual activity of the kid, age of the parents, instruction of the parents, figure of kids at place, anaemia, unequal thermal consumption, type of lodging were non identified to be important h azard factors of ague lower respiratory tract infection. ( Broor.S, 2001 ) . A descriptive survey conducted in United States of America found that respiratory diseases contribute seven of the top 15 grounds for sing a doctor among kids under 15 old ages of age. The survey besides found environmental baccy smoke as a broad spread environmental pollutant that has been linked with respiratory jobs ( Gergen.P, 2001 ) .2.2 Effectiveness of Nebulization in Children with Respiratory Diseases:A descriptive survey conducted to find the issues in the direction of wheezing in under 5 kids at community degree in India showed that wheeze are likely to vanish after 2-3 rhythms of inhaled bronchodilator therapy in one tierce to half of the kids. Nebulized beta-2 adrenergic drugs ( salbutamol ) were found to be the pillar of bronchodilator therapy for the intervention of wheezing in kids. These drugs can be given to immature kids by atomizers with an affiliated mask. Delivery of bronchodilators through a nebulizer driven by an electric compressor or O is an effectual and goo d established technique. However, the demand for electricity to run the compressor, deficiency of handiness of high flow O2 cylinders and high cost of equipment bound the everyday usage of nebulization technique in most primary wellness attention scenes in developing states like India. ( Gupta.P, Shah.D, 2010 ) . A randomised clinical test was conducted in Bangladesh to find the effectivity of nebulization with a combination of salbutamol and ipratropium bromide over adrenaline nebulization in kids with acute bronchiolitis. A sample of 60 kids with age less than 2 old ages was divided into two equal groups. Group I received salbutamol and ipratropium bromide nebulization and group II received adrenaline nebulization. The intercessions were provided twice at 6 hours interval and post appraisals were done after 30 proceedingss of each nebulization. The consequences showed a important betterment in respiratory parametric quantities in both groups. However, L-adrenaline was found to be more effectual than a combination of salbutamol and ipratropium bromide nebulization. ( Kadir. M.A, 2009 ) . A descriptive survey was conducted in Hyderabad, South India to determine the form of nebulization among the medical practicians in private scene in the community. A elaborate questionnaire was sent to 1,000 practising doctors consisting of 600 general practicians, 200 paediatric specializers, 150 medical advisers and 50 thorax doctors. The analysis revealed that the common drugs used for nebulization were: Salbutamol ( 80 % ) ; Budesonide ( 65 % ) ; and a combination of Salbutamol & A ; Ipratropium ( 60 % ) . Common indicants for nebulization in the community were: Acute Severe Asthma, Acute Exacerbation of COPD, Acute Broncholitis, Acute Exacerbation of interstitial lung disease and unexplained ague respiratory hurt. Nebulization in the place scenes were largely prescribed by chest doctors ; bulk ( 95 % ) of them prefer direct nebulization without O and merely 5 % used O to drive the nebulized drug. Pediatricians and chest doctors preferred to utilize a face mask whereas general pr acticians and internists used the oral cavity piece straight, without utilizing a face mask. Trained nurses or respiratory healers were available to oversee or learn nebulization technique in less than 5 % of scenes. Sing the pattern of nebulization, bulk ( & gt ; 85 % ) used atomizers for short periods and did non wait till the chamber was to the full emptied of the solution. Merely 10 % of practicians believed in uninterrupted nebulization ( Viggs.A, 2007 ) . A randomised dual blind survey was conducted in Thailand to measure the effectivity of salbutamol- ipratropium bromide nebulization over salbutamol nebulization.74 kids aged 3 aa‚ ¬ † 15 old ages were included in the survey. Children in the control group were administered with 3 doses of nebulized salbutamol -ipratropium bromide assorted with normal saline and the intervention group received 3 doses of ipratropium bromide.at an interval of 20 proceedingss. Respiratory parametric quantities were assessed at 40, 70,100 and 120 proceedingss after the intervention. The consequences showed that the per centum alteration in peak expiratory flow rate was high in intervention group without statistically important difference. The survey concluded that both salbutamol -ipratropium bromide nebulization andsalbutamol nebulization has similar consequence in bettering peak expiratory flow rate. ( Watanasomsiri.A, 2006 ) . A instance survey was done in Coimbatore sing the nursing attention of kids with lower respiratory tract infections. The findings revealed that repeated respiratory infections are common in kids and are likely to be among the most common complaints. Hyper reactive air passage disease is one of the major causative factors for lower respiratory tract infections in kids and a comprehensive nursing attention is indispensable to forestall the complications of lower respiratory tract infections in kids. ( Suganthi.S, 2005 ) . A quasi experimental survey was conducted in Haryana, India to measure the extra benefit of combined salbutamol and ipratropium bromide nebulization in acute asthma with moderate badness. Fifty wheezing kids between the age group of 6aa‚ ¬ † 14 old ages were taken and divided into two equal groups. Group I kids were nebulized with three doses of Salbutamol entirely and Group II kids were given combined nebulization of Salbutamol and Ipratropium bromide nebulization at 20 proceedingss interval. Children were observed at 15, 30, 60,120,180 and 240 proceedingss interval. The survey showed a important betterment in PEFR get downing from 30 proceedingss and enduring for the full survey period of 240 proceedingss in both the groups. ANOVA analysis showed a better consequence with 2nd group. The survey concluded that combined nebulization with Salbutamol and Ipratropium bromide was more good than Salbutamol nebulization in acute asthma of moderate badness ( Sharma. A, 2004 ) . A dual blind, randomized, placebo controlled clinical test was conducted in New York to measure the effectivity of nebulization over metered dose inhalator therapy. Convenient trying method was used to choose 168 kids aged 2 -24 months as samples. The atomizer group received a placebo metered dose inhalator with a spacer followed by Ventolin nebulization and the spacer group received Ventolin by metered dose inhalator with a spacer followed by nebulization with isosmotic saline solution. Pulmonary Index Score and oxygen impregnation were measured ab initio and 10 proceedingss after each intervention. The consequence showed that the atomizer group had a significantly high mean in initial Pulmonary Index Score compared with the spacer group and the survey concluded that nebulizer therapy is every bit effectual as metered dosage inhalators with spacer for the intervention of wheezing in kids aged 2 old ages or younger ( Delgado.A, et.al,2003 ) .2.3 Effectiveness of Nebulization with Oxy gen in Children with Respiratory Diseases:An experimental survey was conducted with the aim of mensurating the FiO2 during O nebulization and jet driven nebulization and to compare those values observed with those steps during criterions oxygen therapy. The survey was conducted in corpse. An ET tubing was inserted into the distal tracheal appendage of a cadaverous caput and cervix specimen and was connected to a pump which simulates different respiratory forms. An electro chemical O analyser was used to mensurate FiO2 under different nebulization and O bringing conditions. The survey concluded that O bringing through rhinal device during air driven nebulization significantly increases FiO2 compared with standard O therapy ( Vincent Caille, Stephen Erbman, 2009 ) . An experimental survey was conducted in Mexico to compare the effectivity of salbutamol -ipratropium bromide nebulization with auxiliary O and salbutamol- ipratropium bromide administered in device of mensural doses with spacer chamber in handling wheezing crisis in children.45 wheezing kids between the age group of 1 to 12 old ages were included in the survey. Both groups received the proposed intervention 3 times at 20 proceedingss interval. The survey showed a important betterment in respiratory parametric quantities with salbutamol ipratropium bromide administered by devices of mensural doses with spacer chamber. The survey concluded that the disposal of salbutamol ipratropium bromide with devices of mensural doses was more effectual than its disposal via a atomizer with auxiliary O for handling kids with wheezing crisis. ( Castro.P, 2009 ) A randomised dual blind placebo controlled test was conducted in Turkey to measure the effectivity of salbutamol nebulization and ipratropium bromide nebulization in handling kids with moderate to severe bronchiolitis.70 babies admitted in the infirmary for the first clip with wheezing were included in the survey. The kids were divided into three groups having salbutamol entirely, ipratropium bromide entirely and placebo saline solution entirely via a atomizer supplemented with O at a flow rate of 6-7 litres per minute. Post appraisals were done at 30 proceedingss, 8 hours and 24 hours. The consequences showed a rapid betterment in respiratory parametric quantities in both bronchodilator groups than in the placebo group. But these drugs did non alter the natural class of the disease. ( Karaday.B, 2007 ) . A comparative prospective-retrospective cohort survey was conducted in Spain to find the effectivity of salbutamol delivered via a metered dosage inhalator with spacer and nebulization with O for handling acute asthma in children.580 kids below the age of 14 old ages were included in the study.Out of that 321 prospective cohorts were administered with salbutamol via MDI with spacer and 259 retrospective cohorts received salbutamol via an O driven nebulizer at a flow rate of 7 litres per minute. The survey showed that the figure of doses of inhaled bronchodilator needed, the admittance to the infirmary and the Numberss of kids necessitating a stay in observation unit were similar in both groups. The average length of stay in the exigency section was somewhat shorter in metered dose inhalator group. The survey concluded that the disposal of bronchodilators utilizing metered dose inhalator and nebulization have similar consequence in handling kids with acute asthma aggravation. ( Fernan dez, 2004 ) . A quasi experimental survey was conducted to measure the effectivity of nebulization with O in 21 terrible wheezing paediatric admittances over a twelvemonth period. All kids received three doses of nebulized salbutamol one time in every 20 proceedingss. Eleven of them received nebulization with O and the remainder received nebulization without O. Oxygen impregnation was measured along with clinical badness graduated tables during intervention. 3-5 % autumn in O impregnation was observed during intervention in the control group. At the terminal of intervention, the respiratory rate was somewhat higher in this group. No important autumn [ 0-1 % ] was observed in nebulization with O group. The survey concluded that hypoxemia during nebulization with air driven atomizers can easy be prevented by simple add-on of O beginning to the air recess of available atomizers ( Major. P. Singh Tomar, Lef Col A.R.Shurpali, Col.B.N.Biswal, 2004 ) . A quasi experimental survey was conducted in Thailand sing the flow rate of O for nebulizer therapy. The survey topics were stable COPD patients, in whom the hazard of hyperoxic induced hypercapnia is less than in the acute aggravation phase. The survey recommended that the COPD patients should have bronchodilator drug via the atomizer, particularly in acute aggravation phase, with O flow rate of 6 litre per minute and the medical forces must closely detect the patients for clinical marks of hypercapnia to forestall the jeopardy of C di oxide keeping ( Charoenratenakul.S. 1995 ) . In an experimental survey conducted in England, 10 patients with stable asthma were studied to see whether the flow rate used to drive a atomizer was clinically of import. Each patient received 1 milligram of salbutamol in 2 milliliter of isosmotic saline solution via a nebulizer driven by piped O at 8, 6 and 4 litres per minute on separate randomly allocated occasions. The consequence showed that the clip for nebulization was significantly longer as flow rate was reduced and there was no important difference in the response with bronchodilator intervention ( Hadfield.J.W, 1986 ) .

The eNotes Blog 10 Bookish Costume Ideas forHalloween

10 Bookish Costume Ideas forHalloween Halloween is just around the corner! If youre looking for a costume idea, weve collected our top 10 literature-inspired outfits here by level of difficulty, so you can look bookishly awesome no matter how much time you have on your hands. 1. Ishmael, from Moby Dick Youre just one name tag away from Call me Ishmael. 2. Fifty Shades of Grey Witty and racy. Head to your local hardware store for some free color sheets and youre done!   3. A semi-colon Just make sure you only stand between two independent clauses at the party. 4. Hester Prynne, from  The Scarlet Letter You could go all out for this one and dress in Puritan garb, but really the only requirement is the red A pinned to your chest. Besides, a modern-day Hester costume would probably earn you real feminist brownie points. 5. Matilda Wormwood Everybody loves Roald Dahls  Matilda, and dressing up like the young bookworm is easy: all youll need is a ribbon in your hair, a floral  dress or overalls, and some books. Extra points for tacking on the red wagon or the ability to move objects with your mind. 6. Your favorite book cover There are a few clever ways to do this one: you could  paint a cardboard box and wear it over your torso, dress up as the person on the cover of the book (like this great face paint job to recreate  Pride and Prejudice and Zombies), or have a friend paint the cover on the backs of your hands so you can hold them up like youre actually reading the book (which, be honest, youd much rather be doing anyway). 7. Carrie To become Stephen Kings iconic character you will need: 1 white dress, 1 bucket oblood, and Sissy Spaceks crazy eyes. 8. Zombie librarian Sure, you could be your classic librarian, but playing with fake blood is just so much more fun! 9. Darcy and Elizabeth If you have a guy wholl agree to dress as Mr. Darcy, youve already won. 10. Danaerys Targaryen / Khaleesi The further you can go with this costume the better! Extra points for bringing your own baby dragons or, for the shockers, an edible horse heart. mmmm. Last but not least the easiest literary costume ever: Godot Skip the party altogether and leave them wondering when youll show up. What do you plan to dress as this Halloween? Share your bookish costume ideas in a comment!

Aluminum Essays - Aluminium Alloys, Aluminium, Aluminum Wire

Aluminum Essays - Aluminium Alloys, Aluminium, Aluminum Wire Aluminum Aluminum is one of a number of soft metals that scientists call poor metals. It can be shaped and twisted into any form. It can be rolled into thick plates for armored tanks or into thin foil for chewing gum wrappers. It may be drawn into a wire or made into cans. Aluminum is a generally popular metal because it does not rust and it resists wear from weather and chemicals. (Bowman, 391) Aluminum is an element. Its atomic number is thirteen and its atomic weight is usually twenty-seven. Pure aluminum melts at 660.2C and boils at 2500C. Its density is 2.7 grams per cube centimeter. Aluminum is never found uncombined in nature. (Bowman, 391) Aluminum is a very useful metal that is light, easy to shape and can be strong. This makes aluminum one of the most used metals in the world, right behind iron and steel. (Geary, 185) In its pure state, aluminum is quite weak compared to the other metals. However, its strength can be greatly increased by adding small amounts of alloying elements, heat-treating, or cold working. Only a small percentage of aluminum is used in its pure form. It is made into such items as electrical conductors, jewelry, and decorative trim for alliances and cars. A combination of the three techniques has produced aluminum alloys that, pound for pound, are stronger than structural steel. Some common metals used in alloys for aluminum are copper, magnesium and zinc.(Walker, 31) The added elements give the aluminum strength and other properties. (Newmark, 41) Aluminum is one of the lightest metals. It weighs about 168.5 pounds per cubic foot, about a third as much as steel which weighs 487 pounds per cubic foot. (Neely, 214) As a result, aluminum has replaced steel for many uses. For example, some parts of airplanes, automobiles and trucks are now made of aluminum rather than steel because lighter vehicles use less fuel, making the aluminum alloy container much cheaper to move. (Geary, 185) To make aluminum alloys even lighter, the lightest metal, lithium, is added to aluminum. Products packed in aluminum cost less to ship because the containers weigh less than those made with other metals. The same is true with automobiles the engine block, drive shafts, radiator, wheels and body panels can all be made of aluminum alloys. The car thus weighs less, and, again, the fuel consumption improves. Unfortunately, the price also increases, which is why cars and trucks today are still made of mostly steel. (Advantages to Aluminum) Although pure aluminum is weak, certain aluminum alloys are as strong as steel. Such alloys are used in airplanes, automobiles, guardrails along highways, and in other products that require strength. Aluminum alloys loose some strength at high temperatures. Unlike many other metals, however, they get stronger at extremely low temperatures. Aluminum alloys are widely used in equipment for processing, transporting and storing liquified natural gas, which can have a temperature of -260 F. (Walker, 36) Some metals wear away if exposed to oxygen, water, or various chemicals. When exposed to them a chemical reaction causes most metals to rust or become discolored. When aluminum reacts with oxygen, however, the metal forms an invisible layer of a chemical compound called aluminum oxide. This layer protects aluminum from corrosion by oxygen, water and many chemicals. It makes aluminum especially valuable for use outdoors where the metal is exposed to, and must resist the effects of wind, rai n and pollution. (Knapp, 9) Aluminum is a good conductor of electricity. Aluminum and copper are the only common metals suitable for use as electrical conductors. Aluminum conducts electricity two thirds as well as copper; however aluminum weighs a third as much. (Aluminum Facts) Aluminum wire can carry the same amount of electric power as copper wire with a lot less weight. In addition, aluminum can be drawn into wires more easily than copper. Today, more than nine out of every ten miles of large- diameter electrical cable are made from aluminum, rather than traditional copper. This is because aluminum is cheaper and, lighter requiring less pylons to hold up the cables. (Advantages to Aluminum) Like all metals, aluminum conducts heat and can be used either to carry or

Binomial Table for n=2, n=3, n=4, n=5 and n=6

Binomial Table for n=2, n=3, n=4, n=5 and n=6 One important discrete random variable is a binomial random variable. The distribution of this type of variable, referred to as the binomial distribution, is completely determined by two parameters: n   and p.   Here n is the number of trials and p is the probability of success. The tables below are for n 2, 3, 4, 5 and 6. The probabilities in each are rounded to three decimal places. Before using the table, it is important to determine if a binomial distribution should be used. In order to use this type of distribution, we must make sure that the following conditions are met: We have a finite number of observations or trials.The outcome of teach trial can be classified as either a success or a failure.The probability of success remains constant.The observations are independent of one another. The binomial distribution gives the probability of r successes in an experiment with a total of n independent trials, each having probability of success p.  Ã‚   Probabilities are calculated by the formula C(n, r)pr(1 - p)n - r where C(n, r) is the formula for combinations. Each entry in the table is arranged by the values of p and of r.   There is a different table for each value of n.   Other Tables For other binomial distribution tables: n 7 to 9, n 10 to 11.   For situations in which np  and n(1 - p) are greater than or equal to 10, we can use the normal approximation to the binomial distribution.   In this case, the approximation is very good and does not require the calculation of binomial coefficients.   This provides a great advantage because these binomial calculations can be quite involved. Example To see how to use the table, we will consider the following example from genetics.   Suppose that we are interested in studying the offspring of two parents who we know both have a recessive and dominant gene.   The probability that an offspring will inherit two copies of the recessive gene (and hence have the recessive trait) is 1/4.   Suppose we want to consider the probability that a certain number of children in a six-member family possesses this trait.   Let X be the number of children with this trait.   We look at the table for n 6 and the column with p 0.25, and see the following: 0.178, 0.356, 0.297, 0.132, 0.033, 0.004, 0.000 This means for our example that P(X 0) 17.8%, which is the probability that none of the children has the recessive trait.P(X 1) 35.6%, which is the probability that one of the children has the recessive trait.P(X 2) 29.7%, which is the probability that two of the children have the recessive trait.P(X 3) 13.2%, which is the probability that three of the children have the recessive trait.P(X 4) 3.3%, which is the probability that four of the children have the recessive trait.P(X 5) 0.4%, which is the probability that five of the children have the recessive trait. Tables for n2 to n6 n 2 p .01 .05 .10 .15 .20 .25 .30 .35 .40 .45 .50 .55 .60 .65 .70 .75 .80 .85 .90 .95 r 0 .980 .902 .810 .723 .640 .563 .490 .423 .360 .303 .250 .203 .160 .123 .090 .063 .040 .023 .010 .002 1 .020 .095 .180 .255 .320 .375 .420 .455 .480 .495 .500 .495 .480 .455 .420 .375 .320 .255 .180 .095 2 .000 .002 .010 .023 .040 .063 .090 .123 .160 .203 .250 .303 .360 .423 .490 .563 .640 .723 .810 .902 n 3 p .01 .05 .10 .15 .20 .25 .30 .35 .40 .45 .50 .55 .60 .65 .70 .75 .80 .85 .90 .95 r 0 .970 .857 .729 .614 .512 .422 .343 .275 .216 .166 .125 .091 .064 .043 .027 .016 .008 .003 .001 .000 1 .029 .135 .243 .325 .384 .422 .441 .444 .432 .408 .375 .334 .288 .239 .189 .141 .096 .057 .027 .007 2 .000 .007 .027 .057 .096 .141 .189 .239 .288 .334 .375 .408 .432 .444 .441 .422 .384 .325 .243 .135 3 .000 .000 .001 .003 .008 .016 .027 .043 .064 .091 .125 .166 .216 .275 .343 .422 .512 .614 .729 .857 n 4 p .01 .05 .10 .15 .20 .25 .30 .35 .40 .45 .50 .55 .60 .65 .70 .75 .80 .85 .90 .95 r 0 .961 .815 .656 .522 .410 .316 .240 .179 .130 .092 .062 .041 .026 .015 .008 .004 .002 .001 .000 .000 1 .039 .171 .292 .368 .410 .422 .412 .384 .346 .300 .250 .200 .154 .112 .076 .047 .026 .011 .004 .000 2 .001 .014 .049 .098 .154 .211 .265 .311 .346 .368 .375 .368 .346 .311 .265 .211 .154 .098 .049 .014 3 .000 .000 .004 .011 .026 .047 .076 .112 .154 .200 .250 .300 .346 .384 .412 .422 .410 .368 .292 .171 4 .000 .000 .000 .001 .002 .004 .008 .015 .026 .041 .062 .092 .130 .179 .240 .316 .410 .522 .656 .815 n 5 p .01 .05 .10 .15 .20 .25 .30 .35 .40 .45 .50 .55 .60 .65 .70 .75 .80 .85 .90 .95 r 0 .951 .774 .590 .444 .328 .237 .168 .116 .078 .050 .031 .019 .010 .005 .002 .001 .000 .000 .000 .000 1 .048 .204 .328 .392 .410 .396 .360 .312 .259 .206 .156 .113 .077 .049 .028 .015 .006 .002 .000 .000 2 .001 .021 .073 .138 .205 .264 .309 .336 .346 .337 .312 .276 .230 .181 .132 .088 .051 .024 .008 .001 3 .000 .001 .008 .024 .051 .088 .132 .181 .230 .276 .312 .337 .346 .336 .309 .264 .205 .138 .073 .021 4 .000 .000 .000 .002 .006 .015 .028 .049 .077 .113 .156 .206 .259 .312 .360 .396 .410 .392 .328 .204 5 .000 .000 .000 .000 .000 .001 .002 .005 .010 .019 .031 .050 .078 .116 .168 .237 .328 .444 .590 .774 n 6 p .01 .05 .10 .15 .20 .25 .30 .35 .40 .45 .50 .55 .60 .65 .70 .75 .80 .85 .90 .95 r 0 .941 .735 .531 .377 .262 .178 .118 .075 .047 .028 .016 .008 .004 .002 .001 .000 .000 .000 .000 .000 1 .057 .232 .354 .399 .393 .356 .303 .244 .187 .136 .094 .061 .037 .020 .010 .004 .002 .000 .000 .000 2 .001 .031 .098 .176 .246 .297 .324 .328 .311 .278 .234 .186 .138 .095 .060 .033 .015 .006 .001 .000 3 .000 .002 .015 .042 .082 .132 .185 .236 .276 .303 .312 .303 .276 .236 .185 .132 .082 .042 .015 .002 4 .000 .000 .001 .006 .015 .033 .060 .095 .138 .186 .234 .278 .311 .328 .324 .297 .246 .176 .098 .031 5 .000 .000 .000 .000 .002 .004 .010 .020 .037 .061 .094 .136 .187 .244 .303 .356 .393 .399 .354 .232 6 .000 .000 .000 .000 .000 .000 .001 .002 .004 .008 .016 .028 .047 .075 .118 .178 .262 .377 .531 .735

Personal Reflection on the Religious Orders Assignment

Personal Reflection on the Religious Orders - Assignment Example It was not easy for me to leave behind my former community to search for my new contemplative vocation because I was comfortable with the life and love the sisters. Also, the reason I left Terre Haute Carmel was my body system could not tolerate the heat over there. Therefore, after 11 months, I asked to leave the community. I was a briefly professed for five years with Lover of the Holy Cross of Los Angeles. I entered Alhambra Carmel on August 06, 2010, as a postulant and I left on November 5, 2010. I entered Terre Haute Carmel in December 2010 as a postulant and I received Holy habit in June 2011. I left the Terre Haute Carmel in February 2012. I applied to a religious community and my application was declined when I joined Alhambra Carmel. It was declined because they thought that my health was deteriorating, thus I could no longer work with them. Currently, I am employed as a preschool teacher, which I began in January 2014. Furthermore, I do not repulse any other type of employment. If asked whether I am willing to accept any manual labor or duty in the service of the community, then I will gladly do it, even though I have my own preferences. My hobbies and interest include nature, spiritual reading, as well as craft activities. My professional training was in church leadership training, as well as a nursing assistant. The social quality, which I deem suits me for community life is how I share my deeper self, as well as my love and affection for others. Also, to live a life of faithfulness and allegiance to Jesus Christ and to serve him devotedly with a clear conscience and a clean heart. Apart from this, community life is an incitement to move from self-centeredness to bigger awareness for others and unification with Christ.  Ã‚  

MBA Management course -'Business in Society' Essay

MBA Management course -'Business in Society' - Essay Example eading corporations of the world are now expanding their sustainability initiatives to focus on accountability and minimize risks by increasing "baseline expectations of investors" and ensuring their strategies are in line with the investment communitys objectives. This would demonstrate corporate commitment towards the investors and shareholders who ultimately will support the companys scalable sustainability endeavors.1 At IKEA, we have always believed in integrating sustainability strategies to support our work environment through materiality and operations-based initiatives. We have been ahead of our competitors in sustainability initiatives. Some of our notable projects during 2006 had been making home furnishing products safe for environmental effects; support for responsible forestry based on set up requirements for wood suppliers; support for sustainable cotton production; and acceptable working conditions. In 2007 we have introduced IWAY (IKEA Way on Purchasing Home Furnishing Products) which encourage consumers to help us achieve sustainability goals. Our current initiatives include working towards reduction of child labor, contribution towards climate impact; and going towards renewable energy by supporting sustainable transport; and working with communities towards sustainability.2 These aspects demonstrate that though, a highly environmentally conscious company, IKEA’s strategies in the past has been focused on material and operations exclusively. For the future, we need to develop more stringent strategies which Tomorrows Value report indicates as, investors perspectives of sustainability. At IKEA, we have only been able to achieve this through dialogues with unions, suppliers, companies and related organizations. So far IKEA has been able to develop a process for sustainability and mechanisms for monitoring it.3 We need to tailor our sustainability strategies to align with tomorrow’s values and sustainability to increase market opportunities.

Educational Mission Statement Essay Example | Topics and Well Written Essays - 1000 words

Educational Mission Statement - Essay Example Organizational mission statement is a very important statement because it represents: Therefore, the mission statement is very central to the organization's identity and it is augmented by other things such as philosophy statement, values, objectives etc. The heart of any organizational mission statement is not in the words but in the commitment to carry out what is spelt out in the statement. This paper seeks to highlight the mission statement and the philosophy of nursing of a healthcare organization in comparison with the mission statement and nursing philosophy statement of a nursing department of an educational institution. Situated inWorcester, Massachusetts, Saint Vincent Hospital, a 348 bed facility, offers a myriad of health care services including surgery, cancer medicine maternity and child care services, neurosurgery, orthopedics, psychiatry, ICU services etc. Dedicated to provision of quality patient care with unyielding concentration to clinical excellence, safety of the patients and an unmatched obsession and commitment to guarantee best healthcare for our clients Saint Vincent Hospital's philosophy of nursing and nursing practice is summed up in their values which are simply broken down into five pillars. These are: Trust, Teamwork, Dignity and Reverence, Cooperation and Integrity. Teamwork - acknowledges the input of all but needs sacrifice for the sake of the patient's benefit so as to improve the health of the community receiving the hospital's service. The hospital also works in collaboration with other organizations in a bid to look after vulnerable groups in the community Cooperation - Between the patient and the nursing staff and also between the various clinical professionals and specialists Integrity - Integrity is prioritized and is demonstrated mainly through fairness, sincerity and self-scrutiny in all services rendered as a perfect way to defend general safety, as well as guarantee discretion and privacy (Huber, 2006). 2.2University of Iowa Hospitals and Clinics Department of Nursing Services and Patient Care University of Iowa Hospitals and Clinics Department of Nursing provide health care to the entire university of Iowa community. 2.2.1 Mission Statement Provision of high quality care for patients through strong dedication to innovation, practice, research, education, and collaboration 2.2.2 Philosophy of Nursing and Nursing Practice Nursing as an art and science- nursing as an art and science is devoted to enhancing both psychological and physical welfare of

Process Analysis Outlining Agricultural Biotechnology Case Study

Process Analysis Outlining Agricultural Biotechnology - Case Study Example   Crop enhancement biotechnology is the commonest form of these procedures amid debate about the safety of crop produce and food that is increasingly penetrating the market. Developing countries have particularly been critical of propagation, dissemination, and consumption of genetically modified foods well as other produce. The world of agriculture has gradually been departing from traditional conventional  breeding  to the simpler and swifter breeding offered by biotechnology. Despite there being massive improvements in output and returns, controversy has emerged from the manner the technology is carried out as well as the effects on natural life systems. The question  remains  since most cynics remain ignorant of the procedure, its intentions and impacts, could the situation change upon outlining the procedure? The general public and agricultural biotechnologists could make a big stride  forward  if a consensus were reached on the basic stages of the procedure.   à ‚   Before any biotechnological breeding begins, a specific trait in a breed or variety of a particular crop is identified and dissatisfaction found. At the current age, biotechnologists assume that desired results from traditional conventional breeding and selection have not been forthcoming. The crop trait is identified at the molecular level, in  the form  of genes. This implies that intensive genetic studies on the crop are done to point at the specific gene on the poor trait (Nair, 749). Very complex biotechnological procedures called genome sequencing are involved. At the same time, studies on another crop or organism with the better version of the gene are carried out and the gene isolated. This second plant or organism acts as the donor of the desired trait gene. Genes are similar to a very large extent such that biotechnologists can successfully, but accurately, remove a gene from a gene donor to a gene recipient provided the gene structure and trait expressed are similar. After isolating the gene, it is kept safely in the biotechnology lab, free from damage or contamination.

Definition of Common Law Term Paper Example | Topics and Well Written Essays - 1750 words

Definition of Common Law - Term Paper Example The name "common law" is also used to refer to the conventional and long established, precedent-based element in the law of any common-law jurisdiction, as disparate to its statutory law or legislation. As well it the term common law is also used to signify that part of the legal system that did not develop out of equity, maritime law, or other special branches of practice. (Eldon) In addition to England, common law is practiced in all of Canada except Quebec and all of the United States except Louisiana. All of these areas follow common law and U.S. state statutes usually provide that the common law, equity, and statutes in effect in England in 1603, the first year of the reign of James I, shall be deemed part of the law of the jurisdiction. (Homes) Decisions of the English courts that were made later only have persuasive authority. There are particular characteristics and features of common law that distinguish it from other types of law. The one feature that distinguishes common law is the fact that it represents the law of the courts as expressed in judicial decisions. "The grounds for deciding cases are found in precedents provided by past decisions, as contrasted to the civil law system, which is based on statutes and prescribed texts." (Holmes) In addition, the system of judicial precedents, other characteristics of common law include trial by jury and the doctrine of the supremacy of the law. In the beginning, the supremacy of the law meant that not even the king was above the law; however today it can be translated as meaning that acts of governmental agencies are subject to scrutiny in ordinary legal proceedings. Judicial precedents gain their force from the doctrine of stare decisis [Lat., =stand by the decided matter], i.e., that the previous decisions of the highest court in the jurisdiction are binding on all other courts in the jurisdiction. (Holmes) However, in the when conditions change they make most decisions inapplicable except as a basis for an analogy, and a court must consequently frequently look to the judicial experience of the rest of the English-speaking world. "This gives the system flexibility, while general acceptance of certain authoritative materials provides a degree of stability." (Eldon) On the other hand in many occurrences, the courts have failed to keep speed with social developments. As a result of this, it has become necessary to enact statutes to bring about needed changes. Without a doubt in recent years statutes have superseded a great deal of common law. This is especially true in the fields of commercial, administrative, and criminal law. Characteristically, however, in statutory interpretation, the courts have recourse to the doctrines of common law. (Eldon) In consequence increased legislation has limited but has not ended judicial supremacy. Â  

Parkinsons Disease Essay Example | Topics and Well Written Essays - 1750 words

Parkinsons Disease - Essay Example According to the essay "Parkinson’s disease" findings, usually the patient experience â€Å"resting† tremor. The tremor, however, may disappear when the patient moves voluntarily and when he sleeps. Other symptoms include rigidity of cogwheel type which is due to stiffness and increased muscle tone (Miller & Stein 2000). What happens with rigidity is that the signal coming from the brain is disturbed thus the muscle remains tensed and contracted. As a result, the patient may feel pain when he moves. The muscle also becomes weak because the opposing muscle is relaxed with the same altered brain signal. The patient may also experience bradykinesia characterized by slow automatic movement (Stein & Miller 2000). The movement could be unpredictable. At one time the movement is easy but other times it could be difficult needing assistance. This makes the simple activity like dressing or washing takes time for a patient. Stooped posture is also evident with Parkinson patients characterized by leaning forward and backward. Having this kind of instability may lead to impaired balance and coordination which might cause fall or bumps. As the disease progresses, the patient may also develop shuffling propulsive gait. He may also have the relaxed arm swinging while walking with the bent trunk. Thus a Parkinson patient is said to resemble a car without a break (Hladysz n. d). All of the syndrome effects is a result of the overstimulation of the postural muscle of the neck trunk, and upper limbs.

Definition of Common Law Term Paper Example | Topics and Well Written Essays - 1750 words

Definition of Common Law - Term Paper Example The name "common law" is also used to refer to the conventional and long established, precedent-based element in the law of any common-law jurisdiction, as disparate to its statutory law or legislation. As well it the term common law is also used to signify that part of the legal system that did not develop out of equity, maritime law, or other special branches of practice. (Eldon) In addition to England, common law is practiced in all of Canada except Quebec and all of the United States except Louisiana. All of these areas follow common law and U.S. state statutes usually provide that the common law, equity, and statutes in effect in England in 1603, the first year of the reign of James I, shall be deemed part of the law of the jurisdiction. (Homes) Decisions of the English courts that were made later only have persuasive authority. There are particular characteristics and features of common law that distinguish it from other types of law. The one feature that distinguishes common law is the fact that it represents the law of the courts as expressed in judicial decisions. "The grounds for deciding cases are found in precedents provided by past decisions, as contrasted to the civil law system, which is based on statutes and prescribed texts." (Holmes) In addition, the system of judicial precedents, other characteristics of common law include trial by jury and the doctrine of the supremacy of the law. In the beginning, the supremacy of the law meant that not even the king was above the law; however today it can be translated as meaning that acts of governmental agencies are subject to scrutiny in ordinary legal proceedings. Judicial precedents gain their force from the doctrine of stare decisis [Lat., =stand by the decided matter], i.e., that the previous decisions of the highest court in the jurisdiction are binding on all other courts in the jurisdiction. (Holmes) However, in the when conditions change they make most decisions inapplicable except as a basis for an analogy, and a court must consequently frequently look to the judicial experience of the rest of the English-speaking world. "This gives the system flexibility, while general acceptance of certain authoritative materials provides a degree of stability." (Eldon) On the other hand in many occurrences, the courts have failed to keep speed with social developments. As a result of this, it has become necessary to enact statutes to bring about needed changes. Without a doubt in recent years statutes have superseded a great deal of common law. This is especially true in the fields of commercial, administrative, and criminal law. Characteristically, however, in statutory interpretation, the courts have recourse to the doctrines of common law. (Eldon) In consequence increased legislation has limited but has not ended judicial supremacy. Â  

Economics History Essay Example for Free

Economics History Essay During the 1980s Mexico experienced what Latin American social scientists call a change in its development model. Gone is the import-substitution industrialization model that characterized Mexico since the 1930s. Instead, Mexico has become an open economy in which the states intervention is limited by a new legal and institutional framework. Under the new model, the tendency is for the market to replace regulation, private ownership to replace public ownership, and competition, including that from foreign goods and investors, to replace protection. Nothing illustrates the change in strategy more vividly than the pursuit of a free trade agreement with the United States, first mentioned by Salinas in June 1990, and the constitutional reform of land distribution and the ejido system adopted at the end of 1991 (Watling, 1992). What prompted this change in development strategy? Mexico had taken a risk in the 1970s by borrowing heavily in world capital markets and indulging in over-expansive policies, and then paid dearly when oil prices fell and world interest rates rose. Adjustment to the new circumstances required a policy that would increase net exports, generating foreign exchange to service the external debt. Because the government, not the private sector, owed most of the external debt, fiscal policy also had to change in order to increase revenues and cut noninterest expenditures. The restoration of growth required changes that would build confidence and encourage private capital inflows by means other than commercial bank loans, which were no longer available. Finally, to make the economy more flexible and competitive in a global context, the rules that governed the flow of goods and investment had to change. In mid- 1982Mexico was in a deep economic crisis. The international environment was adverse to a Mexico saddled with foreign debt. World interest rates were high, the price of oil, Mexicos main export, was falling, and commercial banks had stopped lending. This unfavorable international environment exacerbated the consequences of domestic imbalances and contributed to rampant inflation, capital flight, and chaos in the financial and foreign exchange markets. To confront the internal imbalances and accommodate the adverse external conditions, Mexico was compelled to adjust its expenditures, reorient its output, and find new ways to foster growth. In the early 1990s Mexico gained recognition as a country successfully managing economic adjustment and reform. Inflation slowed, flight capital was returning, domestic and foreign investment was rising, and per capita output began to grow. The path to recovery, however, had been far from smooth. Well into the late 1980s, analysts wondered why Mexicos recovery was so slow despite the sound macroeconomic policies and structural reforms it had instituted. The slow recovery imposed high social costs on the Mexican population, as per capita real disposable income fell on average by 5 percent a year between 1983 and 1988. For some six years the Mexican government focused economic policy on restoring stability, particularly on lowering the rate of inflation and keeping the loss of international reserves in check. It finally succeeded in 1988, when inflation decreased from monthly averages close to 10 percent at the beginning of the year to about 1 percent by years end. However, growth did not follow. Only a combination of more decisive external support and a shift in Mexicos development strategy managed to produce a turnaround. The changes regarding the role of the state in economic matters and the countrys economic interaction with the rest of the world are particularly striking. Reforms sought to reduce state intervention and regulation so as to open new investment opportunities, build business confidence, and create a more flexible and efficient incentive structure. These reforms have called for substantial modifications in the legal and institutional frameworks of the economy that will shape the country for decades to come. In the late 1970s, on the mistaken assumption that the rise in world oil prices and the availability of cheap external credit would continue, the Mexican government engaged in a spending spree. The resulting fiscal deficit increased inflation rates and the trade deficit. The fiscal and external gaps were filled with external borrowing. In 1981, when the price of oil began to fall and external credit became more expensive and of a shorter maturity, the Mexican government failed to implement fiscal and relative price adjustments to adapt to the new, less favorable conditions. Fear of an imminent devaluation of the peso fueled capital flight, and a large nominal devaluation followed in early 1982 (Banco de Mexico, 1983). As inconsistent policies were pursued, the macroeconomic environment became increasingly chaotic. Capital flight continued, and as reserves were depleted and no more credit was available to service debt payments, in August 1982 the Mexican government had to declare an involuntary moratorium on its debt, triggering a debt crisis that soon acquired global proportions. Tensions between the private sector and the government peaked in September 1982, when the government announced the nationalization of the banking system (Banco de Mexico, 1983). When Miguel de la Madrids government came to power in December 1982, it confronted the unenviable task of restoring economic stability in the face of a hostile domestic private sector and reluctant external creditors. In other Latin American countries the political resistance of different social groups expressed in massive strikes or threats of coups added to the climate of economic instability and made the necessary adjustment more difficult. However, Mexicos difficulties cannot be blamed on the political resistance of wage earners or other social groups to absorbing the costs of adjustment. In Mexico, policymakers enjoyed remarkable freedom to act during six years of economic hardship. There were no serious wage conflicts, threats from the military, peasant uprisings, or active guerrilla movements.

Reflective Practice And The Effect Education Essay

Reflective Practice And The Effect Education Essay This essay aims to examine the extent that secondary school teachers understand and involve themselves in reflective practice and the effect of this for their professional development. I will discuss the term Professional Development in order to demonstrate that a change in practice is an important part of development. In the Literature Review I propose to explore a) teachers understanding of professional development, b) how they partake of reflective practice, c) the changes that can be brought about in their reflective practice and d) the issues that are associated with these changes. I believe that the knowledge that secondary teachers acquire is not sufficient in itself and that they should continually strive for professional development so that they can also encourage effective learning by their pupils. I then propose to look at the methods and questions that teachers should ask themselves so that they can identify any discrepancies between espoused theories and theories in use. This ensures that change and development can be addressed, as this identification plays an important element for professional development in which teachers can monitor any changes in practice. Espoused theories have restrictions in not being able to assess the thinking processes that teachers use to revise and change practice. This is due to the processes which are reinforced in the unconscious (theories in use). A teacher may not be aware of these processes (theories in use), and what we espouse when investigating practice, may not be similar with any actions. Espoused theories provide a structure to engage in professional exchange in order to identify discrepancies between espoused beliefs and theories in use. This applies to a large extent on the expertise in which the teacher can reflect on his or her own abilities and also helps another to reflect, question, understand and analyse classroom behaviour which concerns teaching. Beauchamp and Thomas (2009:178) have found the following statement a useful starting point in the overall perception of teacher development: Developing an identity as a teacher is an important part of securing teachers commitment to their work and adherence to professional normsà ¢Ã¢â€š ¬Ã‚ ¦ the identities teachers develop shape their dispositions, where they place their effort, whether and how they seek out professional development opportunities, and what obligations they see as intrinsic to their role. (Hammerness, Darling-Hammond, Bransford, 2005, pp. 383-384) Professional Development has been defined by Evans (2002:132) as the process whereby teachers professionality and/or professionalism may be considered to be enhanced. She defines professionality as an ideological based stance on the part of an individual in relation to the practice to which she/he belongs, and which influences her/his professional practice(2002:131). Professional Development is about becoming more expert. Stenberg(2010:331) refers to the process as extending self- knowledge. It is about questioning and changing habits that were developed in order to cope in certain situations. Mason (2002:1)notes it is a form of personal enquiry in order to broaden and deepen professional sensitivities to notice and to act. We need to understand, therefore, what constitutes the developmental process what must happen in order for teachers to develop. Evans (2002) further identifies within the term professionality, two elements which can be identified, namely Attitudinal Development and Functional Development. Attitudinal Development is the process where teachers attitudes to their work are modified ( p.132). This features an ability for the professional teacher to be reflective/analytical , and also to show elements of motivation e.g. towards a variety of aspects of their work. Clearly, reflection is at the heart of what it means to be a professional(Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Functional Development is where teachers professional performance may be improved (p132). This combines changes in the methods that teachers apply to their teaching and also the changes that teachers make in the process of improving their professional performance and as a result a change in their practice. I would argue that these two developmental features are interconnected with teachers not being able to develop one component in relation to one and not the other. Evans'(2002)definition, nonetheless, refers to both of the processes outlined above for promoting professional development( intellectual features) and to the outcomes which come out of this development (changes in processes and productivity). Days (1999)definition of professional development has considerable breadth and depth and: is the process by which, alone and others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking planning and practice with children young people and colleagues through each phase of their teaching lives.(p.4). All learning experiences, according to Day (1999), contribute to educational quality in the classroom and are part of the professional development of teachers. They are critically reflective professionals in their on-going development throughout their teaching careers. According to Bolam (2002), former Professor of Education at Cardiff Universitys School of Social Sciences, professional development is an on-going process in education, training and support activities which is aimed mainly at promoting learning and development of teachers professional knowledge, skills and values and also to help decide and implement valued changes in their teaching and learning behaviour so that they can educate their students more effectively (p.4). For Bolam, professional development is a process that is on-going whose aim is to encourage professional knowledge, values and skills. Professional development will, therefore, result in valued changes in teaching and pupils being educated more effectively. Clearly, reflection is at the heart of what it means to be a professional, (Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Reflective practice is fundamental to teacher professional development as it is a core activity within the profession. Teachers who engage in reflective practice need not only to have competencies but also attitudes. When Dewey defined reflective action as behaviour which involves active, persistent and careful consideration of any belief or practice in light of the grounds that support it and the further consequences to which it leads (1910:9), he believed that the attitudes of a) open-mindedness, b) responsibility and c) wholeheartedness were necessary for suitable reflective action (1910:29,34). These then were adapted by Pollard (2003:17), and accepted as a major component of professional commitment. Wholeheartedness. Aspiring to develop professional development thereby enabling engaging in reflection and aspiration towards reflection in order to progress in our professional capacity. Open-mindedness. This attitude makes us consider different ways of reflective teaching by investigating other practices rather than relying on their own. I would suggest that, however open-minded we are, we should examine critically whether another practice would suit our own educational goal in our teaching. Responsibility. Professionals who accept responsibility of their action also accept accountability for their enhanced performance which produces better outcomes. Together, these three attitudes need to be demonstrated by teachers whose objectives are to be reflective teachers. In the work of Zeichner and Liston(1996:6)this responsibility for professional commitment is clearly linked to reflective practice: When embracing the concepts of reflective teaching, there is often a commitment by teachersà ¢Ã¢â€š ¬Ã‚ ¦.to take responsibility for their own professional development. This assumption of responsibility is a central feature of the idea of the reflective teacher. Day (1999) constitutes change as part of planning and professional thinking which contribute to changes in practice because teachers planning and thinking will certainly lead to reflection in what they will do in their classrooms. For Calderhead(2012:11) , planning is not a rational or linear process but a much more creative, interactive, problem finding and problem solving process where a teacher might start with an idea and through various multi-faceted strategies of reflexivity, eventually come to form a classroom activity or activities. Consequently, the major outcome of professional developmental planning is change in practice and, I believe, is a direct function of the adeptness of teachers. Any change is founded upon personal ethical values. We are what we do rather than what we say we are (Bolton 2005.) It is difficult to gain clarification regarding ethical issues expressed in practice, its much easier to say what we believe. Argyris and Schà ¶n(1974:6-7) developed theories of action which demonstrate how changes in behaviour could be achieved. They note that there are two types of theories of action, namely espoused theories and theories in use. Espoused theories represent what we say we believe, we mean to do or actually do. In contrast, theories in use describe what we actually do and the beliefs and theories which have determined what we do. Another contribution by Argyris and Schà ¶n(1974:19) is the difference between single loop learning and double loop learning. Single-loop learning involves enabling people to develop knowledge and skills appropriate to and defined by present circumstances while, in contrast double- loop learning involves redefining the nature of problems faced by an individual and learning how to cope with the new understanding. In single loop learning, the teacher will strive to learn more skills to further increase class control but will not address the fundamental problem that his theory in use is not working. He may consider that maintaining such strict control is disadvantageous to his own effectiveness as a teacher. If he does so, he may now strive to acquire skills that allow for the development for more inclusive teaching styles, greater pupil involvement and a deepening of the learning experience. Such a response can be seen as double loop learning learning that the original theory in use was ineffective and then acquiring skills to modify the theory in use to bring it more in line with the espoused theory with a focus that is deeper and broader than they had previously attempted. Tomlinson(1995:72), nonetheless, recommends us to be alert to the possibility of deskilling ourselves when we try to perform consciously and deliberately actions and skill that are intuitive through experience. For Er aut(2004: 51)its reflecting critically upon that evidence, without necessarily having to explain tacit knowledge that is functioning well. However, if that knowledge is ineffective, the situation has to be reviewed and tacit knowledge subjected to scrutiny. Differentiating between the two theories is central to the work of Argyris and Schà ¶n. One of the main factors which moves the individual from single-loop to double-loop is feedback. The teacher who continues to increase classroom control is unlikely to seek feedback but the teacher who changes his theory-in-use is far more likely to seek feedback from colleagues and pupils when he runs into problems. Tomlinson (1995:26) notes that Schà ¶n and Dreyfus and Dreyfus assume that the acquisition of systematic capabilities like teaching must be seen as requiring assistance from others. One outcome of theory in use is that practitioners are not aware of what their experience has taught them about their practice. They may perform their practice with great expertise but not be able to explicitly describe their actions. The reason being is that actions are supported by theories which are in-built in the unconscious and that cannot be expressed. Teachers may not be aware of all that has taken place while in action or the knowledge about how to perform their practice. According to Osterman and Kottkamp(1993:7) a professional colleague can identify behavioural regularities and also the assumptions that lie beneath them. These behavioural regularities refer to our patterns of behaviour which become second nature to us despite perhaps being ineffective. This, I would argue, are the inconsitencies between espoused theories and theories-in-use that we, as reflective educators, are unaware of. Schà ¶n(1987) uses the term knowing in action in order to show that people know what to do while in action and stresses that knowing in action is implicit. The knowing is in the action (1987:25). However, what this model neglects, according to Thompson and Pascal (2012), is what they refer to as reflection-for-action. This is an aspect of reflective practice that Schà ¶n did not discuss. It refers to the process of planning, thinking ahead about what is to come, so that one can draw on experience (and the professional knowledge base implicit within it) in order to make the best use of the time resources available. While discussing reflective practice in Higher Education, Brockbank and McGill (1998:72) have also noted that even if they are clear as regards the process they follow in order to enable students to learn, there may be an entire range of unintended actions on their part as well as their students. Its only when this application of their practice is brought to their attention, that they are aware of it. One outcome of the unconscious existence of theories in use is inconsistencies between theories in use and espoused theories or between actions and outcomes. Many educators have theories in their head (espoused theories) and yet they behave in ways which are quite dissimilar (theories in use). Is this because they are unaware of the theories- in- use in our unconscious? Teachers may have an idea in their conscious about their actions which may differ from their theories-in-use and even though the outcomes of their actions are inadequate, they may keep applying the same approach with the hope that this approach will, at some time in the future, produce desirable outcomes. These theories-in-use are so deep-rooted within peoples unconscious, that they take them for granted and therefore cannot measure them and cannot see the relationship between their actions and the unacceptable outcomes. Awareness of theories-in-use can be realized when people describe their own actions. Osterman and Kottkamp (1993) define reflective practice as a means by which practitioners can develop à ¢Ã¢â€š ¬Ã‚ ¦a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development (1993:19). Personal reflection may not lead to any significant change and as a result theories-in-use run the risk of remaining implicit. Dadds(1993:287) perceives that we are more likely to remain open to further learning and professional development if we have the support of acquaintances that can help us through the potentially dangerous processes of self-evaluation. However, Eraut(2004:49) notes that the purpose of a reflection episode is not always clear, and may differ among the participants. Sometimes an individual can reflect rather vaguely or if other members of the group have very different agendas. Any positive outcome will depend on having sufficient time, the quality of the relationships within the group and the expertise of any facilitators. Educators can also espouse a broad range of beliefs. Teachers beliefs or conceptions about teaching and learning influence strongly how they teach and what pupils achieve. Belief must be inferred and because it can be problematic to uncover teachers beliefs, most of the research in this area has been case studies as quantitative methods would not be able to compare without difficulty. Pajares ( 1992) proposed that beliefs can be defined as : An individuals judgement of the truth or falsity of a proposition, a judgement that can only be inferred from a collective understanding of what human beings, say, intend and do (1992: 316) According to Calderhead (1996:719) there are five main areas in which teachers have significant beliefs. These are : i) Learners and learning. This belief looks at how pupils learn and how likely they are to influence how teachers approach teaching tasks and their interaction with their pupils. ii) Teaching. This belief refers to the learning environment and the purpose of teaching. iii) Subjects or curriculum. This belief refers at the content of the curriculum, the effect of knowledge within these subjects and the aptitude by teachers in carrying out tasks within their subject. iv) Learning to teach. This belief refers to professional development and how educators learn to teach. v) About the self and the nature of teaching. These are the beliefs that teachers have about themselves and their roles in teaching. Calderhead implied,also, that : à ¢Ã¢â€š ¬Ã‚ ¦such areas, however, could well be interconnected, so that beliefs about teaching, for instance, may be closely related to beliefs about learning and the subject(1996:719). There seems to be a recurring theme that what teachers believe in one area of instruction impacts on practices and conceptions in the other domains. My belief of assessment, for example, is shaped by my conceptualisation of learning and teaching and therefore, affect the way that I teach and assess. In order to produce as many espoused beliefs as possible, questions must be asked about beliefs in all of Calderheads five domains. As educators we need to ask questions of a more extensive nature which refer to our beliefs, goals and values. By reflecting on these questions, espoused theories can be elicited. Our responsibilities, therefore, as teachers, is to make the tacit explicit. Shulman (1988:22) also points out that teachers will become better educators when they begin to have explicit answers to certain questions. Osterman and Kottkamp (2004) suggest: Why did events take place as they did? What ideas and feelings prompted my actions? Did my actions correspond with my intentions? Did my actions lead to the outcomes I intended? (2004:49) Shulman(1993:34) says that answering such questions not only makes a teacher become skilled but it also requires a combination of reflection on practical experience as well as theoretical understanding. Ghaye (2011) suggest the use of value statements where information is collected about espoused beliefs and which can begin with the words I believeà ¢Ã¢â€š ¬Ã‚ ¦ followed by the word becauseà ¢Ã¢â€š ¬Ã‚ ¦ The first half of the statement is concerned with the what, while the second half focuses on why, or the rationale for the what . (2011:102) Convery (2001:139) maintains that reflection can only be developed in social and emotional circumstances. This is in contrast with Schà ¶ns lack of attention to the role of dialogue in teachers learning as reflection is also a social process requiring, what I would emphasise as collaborative discussion, to allow the development of a critical perspective and also that cognitive skills are developed as a means of improving practice. Cognitive skills refer to espoused theories and beliefs, values, actions and attitudes. Emotional aspects denote feelings. Osterman and Kottkamp (1993:20) note that feelings are essential because actions are influenced by feelings as well as actions. Teachers could be asked to describe feelings that encouraged certain action, in order to further explore the theories-in-use where people can become aware of how unconsciously expectations reinforce their actions when they are forced to reflect on their feelings and deliberate how certain feelings make them think and behave. Osterman and Kottkamp (1993) note that only by understanding the personal reaction of ourselves and others can we come to a full understanding of the problem and develop appropriate solutions. (1993:24). This is also endorsed by Brockbank and McGill (1998:85) who maintain that part of the skill in facilitating reflective learning though reflective dialogue is to grapple with that tendency for inter-personal collusion. Any self-reflection needs to be supported and supplemented by dialogue by a professional colleague which will add to the potentiality for reflecting over and above that which one would undertake on his own. Brockbank and McGill suggest that this form of questioning can encourage teachers to look at traits of behaviour that they might be oblivious to. Indeed, asking professionals to explore aspects of their teaching processes, which could have been easily overlooked, can be helpful in their professional development. This is because teachers would be required to express areas of their practice which they would never have reflected on without inspiration from their co-workers or critical friendships'(Day, 1995:123), which increases the possibilities of moving though stages of reflection to confrontation of thinking and practice within professional development to reinforce a sense of responsibility by affirming confidence in teachers professionalism ( Day, 1995: 124) As a result, discrepancies are easily identified between actions and outcomes. Another way of noticing discrepancies between espoused theories and theories-in-use is to question or compare expectations and perceptions held by the person who is describing the practice and those who listen. Loughran (2006:57) notes that working with colleaguesà ¢Ã¢â€š ¬Ã‚ ¦provides the opportunity of gaining advice and feedbackà ¢Ã¢â€š ¬Ã‚ ¦and of continuing to push to make the tacit explicit. Livingston and Schiach (2010:85-86) note that a collaborative approach will result in better outcomes by bringing together different perspectives and having the opportunity to develop mutual understanding to create new knowledge and meaning. Listening to assumptions of other teachers about what strengthens a particular teachers practice can improve the identification of discrepancies of behaviour. As a result, the teacher can reflect whether what he espouses about practice is similar with others thinking of what is happening in action. As a result of this, any discrepancies between actions and outcomes are revealed and one can ask whether these assumptions are appropriate for what we aim to achieve in our practice or whether we should discuss other alternative interpretations for a different outcome and improvements. Once these improvements in our practice are put in place , once can reflect further on the nature of these improvements(Ghaye and Ghaye, 1998). One can examine whether the method to achieve these improvements has taken place as espoused where there is a discrepancy between beliefs and action, or whether the level of these improvements is the expected where there is a discrepancy between actions and outcome s. Consequently, personal growth and development is possible when an awareness of the nature and influence of an action is developed. As a result, does a teachers action lead to preferred outcomes, or are those actions associated with espoused theories? These discrepancies can be identified either between espoused theories and theories-in use or between actions and outcomes. Academics agree that engaging in reflective practice is neither a direct process nor a process with a predetermined conclusion. It is a process that is recurring (Argyris and Shà ¶n, 1974; Day, 1999; Osterman and Kottkamp, 1993; Pollard, 2002). When educators involve themselves in reflective practice they aim to bring about substantial changes in practice in which they will achieve their long-term goals and their aim of developing professionally. This can only be achieved if they become aware of their underlying theories-in-use and being able to recognize the discrepancies between espoused theories and theories-in-use. This process gives them the opportunity to move between different stages of reflection. They may have taken on board a colleagues recommendations, for example and begun to identify discrepancies of behaviour. This would make them aware of other aspects of their practice before reflection on new ways of action. As a result, the cycle of reflection begins again. To conclude, this essay has attempted to take an overview of professional development through reflective practice in terms of the literature, what is meant by reflection, the key Theorists associated with Reflection, and its practical use in professional practice. Change in practice plays an important part in professional development and, while I believe that self-reflection is important, it can only be achieved by reflecting with other colleagues where espoused theories and theories in use can be identified and developed to further professional development where the objective is to identify discrepancies between espoused theories and theories in use.