Nursing in the Community Essay Example for Free

Nursing in the Community Essay In this assignment the topics discussed is a nursing problem related to a medical diagnosis taking from an example of a patient dealt with while the nursing student was out on clinical placement. For this assignment the patient has a diagnosis of Type 1 Diabetes Mellitus. Kevin Brophy (pseudonym) is a 9 year old boy that had come into the Paediatric Unit. He is of the Roman Catholic religion. He lives with only his mother and she is educated about his disease of Diabetes. His mother’s sister is a nurse also and knew how to manage his Diabetes and looked after him if his mother was busy. The multidisciplinary team have been treating him for the condition for 4 years. He gets hospitalized often to regulate his blood sugar levels and monitor his insulin intake. The nursing problem associated with his diagnosis is related to his diet and nutritional status and being able to monitor these with caution and ease. The nurse had a form for filling out what had he eaten that day and what time this had happened at in the ‘end of bed’ chart which was with his other documentation such as his vital signs and also the fluid balance intake and output chat. There was also a section in this form for documenting what level his blood sugars were and was directed to take record of them after every meal. The nurse then had an idea  of what sort of food he was eating and also a report of his blood sugars which were monitored closely throughout the day. The nurses primary responsibility was to ensure this boy was eating correctly and following the dietary guidelines of a Diabetic patient. The model of assessment/care used to treat Kevin was devised from Roper, Logan and Tierney (1980). The Roper, Logan and Tierney’s’ activity of living (AL) model of nursing consists of twelve activities of living. According to Aggleton Chalmers (2000 P46), â€Å"Each AL specifies a relatively distinct type of human behaviour related to meeting a particular need.† Information was obtained from a booklet containing facts and advice on Diabetes and Healthy Eating from the Department of Health and Dietetics in Waterford Regional Hospital. This has described diabetes as a condition where the body is unable to control the amount of glucose i.e. sugar in the blood. Everyone’s blood has some glucose in it because your body needs glucose for energy. Normally your body breaks food down into glucose and sends it to the bloodstream. Insulin, a hormone made by the pancreas, helps to get the glucose from the bloodstream into the cells to be used for energy. In people with Type 2 Diabetes, the pancreas is not making enough insulin or is unable to use the insulin properly, or both. In people with Type 1 Diabetes, the pancreas is unable to make insulin full stop. Without insulin in the body, the blood glucose rises (Department of Nutrition and Dietetics, Waterford Regional Hospital 2006). To manage diabetes in paediatrics is primarily challenging and m uch more complicated than dealing with the diagnosis in adults with Diabetes (DH Diabetes Policy Team 2007, Christie et al 2009). Nurses have to educate and facilitate the self management of Diabetes and also introduce skills to gain the best possible control over the patient’s blood sugars i.e. glycaemic control. If these skills are not executed properly then diseases such as micro-vascular e.g. nephropathy or retinopathy or cardiovascular diseases (macro-vascular), which decreases the quality of life and a reduced life span (The Diabetes Control and Complications Study Group,1994). The nurses and patients responsibility is to monitor and control the intake of food and also be educated on what can have a negative or positive effect on the body. This is a major nursing problem associated with the Diabetic patient and  intervention by the nurse is necessary throughout. In doing so, the nurse must follow the Nursing Process in relation to their diet. Assessment Patients diagnosed with type 1 Diabetes are assessed for signs of Diabetic Ketoacidosis, including ketonuria, Kussmaul respirations, orthostatic hypotension, and lethargy. The patient is asked about symptoms of DKA, such as nausea, vomiting, and abdominal pain. Laboratory results are monitored for metabolic acidosis (i.e. decreased pH and decreased bicarbonate level) and for electrolyte imbalance. If the patient exhibits signs and symptoms of DKA, the nursing care first focuses on treatment of these acute complications, as outlined earlier. Once these complications are resolving, nursing care then focuses on long-term management of diabetes. The patients emotional status is assessed by observing his or her general demeanour (e.g., withdrawn, anxious) and body language (e.g., avoids eye contact). The patient is asked about major concerns and fears about diabetes; this allows the nurse to assess for any misconceptions or misinformation regarding diabetes. The nurse is also assessing th e vital signs of the patient such as temperature, respiration, blood pressure etc. and develops a baseline of these results. In this case the patients normal vital signs were as follows : Temperature- 36.4ââ€" ¦, Blood Pressure- 114/70, Respiration rate- 18 breaths per minute. Nursing Diagnosis Based on the assessment data, the main diagnoses the nurse must adhere to are as following: Risk for fluid volume deficit in relation to polyuria and dehydration, imbalanced nutrition related to imbalance of insulin, food, and physical activity. The main ones that are focussed on in this essay are the imbalance of insulin and the patient’s diet. Planning The major goals for the patient may include maintenance of fluid and electrolyte balance, optimal control of blood glucose levels. The nurse would plan suitable charts and regimes for the patient to follow. Intake and  output are measured. IV fluids and electrolytes are administered as prescribed, and oral fluid intake is encouraged when it is permitted. Vital signs are monitored hourly for signs of dehydration (tachycardia, orthostatic hypotension) along with assessment of breath sounds, level of consciousness, presence of oedema, and cardiac status. If the patient agrees with the diet plan and increases his fruit and vegetable intake this can highly optimise nutritional health, promote a healthy image and reduce the chances of obesity (Lock et al., 2005). In Diabetes, diet is a chief obstacle in the control of the condition (Watson et. al 1997). The patient’s goals in agreeing with a healthy diet for their Diabetes are as follows: 1) To regulate and sustain lipid levels an d blood glucose back to their normal state. 2) To avoid fluctuations in their blood glucose levels during the day. 3) To manage and control a desirable body weight. 4) To prevent or hinder the growth or advancement of renal, neurological or cardiovascular difficulties (Watson et. al 1997). The nurse should introduce a dietary plan for the patient with the Diabetes. This controls the amount of calories that are needed for each day and the magnitude of these calories to be assigned to carbohydrate, protein and lipids. This is determined by a person’s age, weight, gender, activity and their dietary intake before they discovered the disease. In general, the amount of targeted calories allocated to each food type is in the region of 50-60% carbohydrate, 10-15% protein and under 30% of fat (Rees and Williams,1995). In the diet, the concentrated sugars should be strictly limited e.g. sweets, jam, cake, and should only represent a minute part of a meal to prevent rapid increase in the blood sugar levels. The unrefined carbohydrates such as whole-meal bread, fruit and vegetables, and also fibre-rich f oods, should be consumed as an alternative to the refined carbohydrates as mentioned before. Implementation Meal planning is put into practice, with the control of glucose as the primary goal. The nurse must consider factors before beginning to intervene such as the patients lifestyle, cultural background, activity level, and their food preferences. A suitable caloric intake allows the patient to achieve and maintain the desired body weight. The nurse would encourage the  patient to eat complete and wholesome meals including snacks that have been prescribed in the diet that the team has devised for Kevin. The nurse needs to take into consideration of the fluid intake and keeps records of IV and other fluid intake, also record urine output measurements. Hypoglycaemia is the most dreaded acute difficulty in the disease of Diabetes, and can be a major factor in the hindering of the metabolic control in the body. Night-time hypoglycaemia states, more common in the paediatric side of Diabetes, places an immense worry for the child themselves but also the parents, as it more likely to go unnot iced and care for (Nordfeldt S, Ludvigsson J 2005). Hypoglycaemia may occur if the patient skips or delays meals, does not follow the prescribed meal plan, or greatly increases the amount of exercise without modifying food intake and insulin. In addition, hospitalized patients or outpatients who fast in preparation for diagnostic testing are at risk for hypoglycaemia. Juice, milk, or glucose tablets are used for treatment of hypoglycaemia. The patient is encouraged to eat full meals and snacks as prescribed in the meal plan. If hypoglycaemia is a recurring problem, the whole dietary plan must be looked over and improved if needed. The risk of hypoglycaemia with rigorous insulin routines, it is of the utmost importance for the nurse to review with the patient the signs and symptoms, possible causes, and measures for prevention and treatment of hypoglycaemia. The nurse should emphasise to the patient and family the importance of having information on diabetes at home for reference. Evaluation After putting this plan into practice, the nurse found that it helped in the treatment and care of Kevin Brophy in managing and controlling his Diabetes. After following the Roper Logan and Tierney model of Nursing it helped understand his Activities of Daily Living and how the patient could work his new dietary plan into these ADL’s and control his blood glucose to prevent hypoglycaemia. Kevin will also be able to be knowledgeable of and carry out duties in a way to control his diabetes mellitus and also maintain adequate fluid volume in the body. He will be able to monitor his blood glucose periodically throughout the day, administer his own insulin, increase his own fluid balance and monitor his urine output. He should demonstrate a participation in activities that include having a proper diet, exercise and  lifestyle (Palandri, M.K. 1993). He also should be wary of and identify community, outpatient resources for obtaining further diabetes education. Conclusion To conclude, Kevin will need continuous assessment and advice on managing and controlling his Diabetes diagnosis. He will need support from his mother and also help from the multidisciplinary team that works with him and his mother in the hospital. In following the Roper Logan and Tierney model he will then be able to manage his ADL’s better and be more understanding with the condition of Diabetes. He will be able to control his dietary intake and follow a routine throughout life to deal with his diagnosis. References Aggleton, P., Chalmers, H. (2000)Nursing Models and Nursing Practice. (2nd edn). London: Macmillan. Lock, K., Pomerleau, J., Causer, L., Altmann, D.R. McKee, M. (2005) The global burden of disease attributable to low consumption of fruit and vegetables. Bull. World. Health. Organ. 83, 100–8. Nordfeldt S, Ludvigsson J. Fear and other disturbances of severe Hypoglycaemia in Children and Adolescents with Type 1 Diabetes. J. Pediatr. Endocrinol. Metab. 2005; 18: 83–91. Palandri, M.K. and Sorrentino, C.R. (1993). Black and Matassarin – Jacobs, Pocket Companion for Luckmann and Sorensen’s Medical Surgical Nursing: A Psychophysiologic Approach. 4th Edition. W.B. Saunders. The Diabetes Control and complications Study Group (1994) Effect of intensive diabetes treatment on the development and progression of long-term complications in adolescents with insulin-dependent diabetes mellitus: Diabetes Control and Complications Trial Research Group. J. Pediatr. 125, 177–188. Waterford Regional Hospital (2006) Department of Nutrition and Dietetics Watson et. al (1997) Clinical Nursing and Related Sciences 5th edn. Bailliere Tindall, 24-28 Oval Road, London NW1 7DX. Patricia Power Sorcha Dineen Miriam Cass 20053881 Patricia Chesser Smyth Nursing in the Community Module Leaders

Salem Witch Trials Essay -- Witchcraft Salem Witch Trials History Essa

Salem Witch Trials Throughout history millions of people have been scorned, accused, arrested, tortured, put to trial and, persecuted as witches. One would think that by the time the United States was colonized, these injustices on humanity would have come to an end, but that was not so. In 1692 a major tragedy occurred in America, the Salem witch trials. It all began when a group of girls accused others, generally older women, of consorting with the devil. The witchcraft hysteria in Salem, Massachusetts resulted from the strict Puritan code which aroused the girls interest in superstition and magic and caused strange behavior. The Salem witch trials were based on the Puritans and their God versus Satan and his followers and their strict codes. Puritans had always thought that they were the new chosen people, abandoning a land of sin and oppression to establish the Promised Land (New England). Puritans beliefs were rooted in contrasts. (1) They believed that if there was something good there was something bad to contradict it, for instance since there was a God, there must be a devil. Since there was good, there must be evil, and since there were saints chosen to do God’s work on earth, there must be witches who were instruments of the Devil. (2) So if someone did not believe in witches it was considered heresy in Salem. A witch was regarded as a person who had made an actual, deliberate, formal pact with Satan and would do all in her in power to aid him in his rebellion against God. (3) The Puritans believed that they were living in a world of chaos and crime, and directed their efforts to constantly guard against sin. (4) Life in Salem Village was not easy at the best of times. Gaiety and merrymaking were regarded as irreligious, and the people of the village were somber and severe. Their lives were spent in hard work and religious observance. Even their relaxation was associated with the meeting house. On the Sabbath there was a long service in the morning and another in the afternoon. Village residents who came from outlying farms were not able to get home before the services, and it gradually became a regular practice for the time before the services to be spent in visiting and conversation. This was the time when gossip and news were spread from one to another. (5) Children would accompany their parent... ...irley, The Witchcraft of Salem Village, Random House, New York, 1956,p.5. 8.Robinson, Enders, A. Salem Witchcraft and Hawthrone’s House, Heritage Books, Browie, MD.,1992, p13. 9.Robinson, Enders, A. Salem Witchcraft and Hawthrone’s House, Heritage Books, Browie, MD., 1992, p.12. 10.Robinson, Enders, A. Salem Witchcraft and Hawthrone’s House, Heritage Books, Browie, MD., 1992, p.86. 11.Jackson, Shirley, The Witchcraft of Salem Village, Random House, New York, 1956,p.17-18. 12.Robinson, Enders, A. Salem Witchcraft and Hawthrone’s House, Heritage Books, Browie, MD., 1992, p.86. 13.Robinson, Enders, A. Salem Witchcraft and Hawthrone’s House, Heritage Books, Browie, MD.,1992, p.81. 14.Robinson, Enders, A. Salem Witchcraft and Hawthrone’s House, Heritage Books, Browie, MD.,1992, p110. 15.Microsoft Encarta Encyclopedia. â€Å"Witchcraft.† 1996 16.Robinson, Enders, A. Salem witchcraft and Hawthrone’s House, Heritage Books, Browie, MD., 1992, p.80. 17.Robinson, Enders, A. Salem Witchcraft and Hawthrone’s House, Heritage Books, Browie, MD, 1992, p.206.

Left For Dead Essay

It was a horrific experience that I would never want to go through again. At first it was just a normal night, a little rough but nothing too major. We were just off the coast of Leyte and Guam when we were hit by two missiles. At first I was just lying in bed and thought it was a problem with the engines until the abandon ship order was given. The abandon ship order is the worst nightmare for any seamen. There was nothing I could do except follow procedures, I woke all the other men that hadn’t been woken up yet and we rushed to the deck, grabbed a life jacket and waited until the ship was close enough to the water so that when we jumped we would not die on impact. Hitting water from high enough up is like hitting concrete. We dove into the water and swam as fast as we can could away from the sinking ship so that we didn’t get pulled under from the under tow. Once we were a safe distance away we hung onto the raft like our life depended on it. We had been told that a distress signal had been sent out and that it would only be a couple of hours before help arrived. Several hours later there was still no help and the first sign of sharks was when one of the singles was attacked and taken down within a matter of seconds. I tried not to think about the dangers lurking around but with so much time you could not help but run it through your mind. The hardest part was deciding whether to let the injured go or to keep them and risk the fact that they were attracting the sharks. After two days there was still no sign of help and many of us were beginning to get delusional. Men were swimming off because they thought they saw an island or hula girls. Others dehydrated themselves by drink the cold water at their feet because they thought it was fresh. On the third and fifth days there were only about 30 men left and some were wielding weapons and getting restless. Luckily we were able to convince them to let them go and continue to work together and live for as long as possible. Finally on the fifth day there was a sign of hope. There was a plane fly over at about 3000 ft. We began to wave wildly and light flares to get its attention, it flashed its lights at us and that was when we knew we would be saved. It sent out to the other ships and planes with our coordinates and rescue information. The biggest surprise to me was that it landed in the ocean. He managed to land safely and we started to pile into the plane and on the wings. The next sign was a ship, a little black dot on the horizon. That was when I had full hope that we would be rescued and could go home. The trauma that I have faced over the last several years is almost unbearable and has changed my life. Just recently my family and I took a trip to Maui and we were supposed to go on the submarine but I could not get it out of my mind that I was on the ship all over again and I was going to drown. Even the sound of running water gives me nightmares, making me feel like I’m swimming for my life in the water all over again. Immediately when I returned home I was put in psychology classes to try to get rid of my trauma or lower the affect. These classes have not made any difference and I have recently become an alcoholic to numb the pain. It puts me in a state of mind that helps me forget about what I went through. I know it is not a sane way to deal with it but my traumas have come to a point where I cannot handle them anymore. The Price Chapter 11 talks about the fight-or-flight response and relates it to a squirrel and a dog and a cat and a dog. Also, the traumas and what they were called at different time periods and the symptoms of post-traumatic stress. They also talk about what six people did when the arrived home and how they handled the disaster. The rest of the chapter is about the reunions that the survivors had and how they handled them.

College Strictly Essay

The learned philosopher Aristotle maintains that the pursuit of learning belongs at the heart of what is means to be human. By nature, he states, all men desire to know, inasmuch as all men seek to understand all things on account of being awed (cited in Marias, 1967, p. 63) But what is especially onerous about the acquisition of knowledge is that it is an endeavor that comes not without a price – one has to accede to the rigors of correct logic, as indeed follow the standards of correct methodologies. For true knowledge does not lie on knowing why things are what they are, it is essentially about learning to weed the straws of falsity from the prolific seeds of truthfulness. If learning institutions – or a certain college, as a way to concretely cite the case in point – exist on account of the noble pursuit of higher learning, then it is only reasonable that, by right of mere logic, they be made to comply with their mandated educational standards, whose controlling vision seeks nothing less than the attainment of human excellence in all fields. For such reason, it has to be argued that the need to enforce, in a manner being rigorous but reasonable, educational standards to all learning institutions is certainly a case whose necessity is beyond question. In the first place, one needs to appreciate the fact that the end for which learning institutions are established rests on the reasoned premise that they exist at the service of higher learning. When an institution starts to lose sight of this sacred goal, it compromises altogether the very reason why it should, in the very first place, exist. For instance, when a college professor starts to yield to the temptation of lowering the bar of expectation and truncating the amount of demands relative to his or her course, in the hope of gaining approval from a majority of his or her students, it frustrates the noble goal of learning just the same. It, as a consequence, frustrates too the foundational premise that gives reason to a college’s continued operation. Moreover, it has to be acknowledged that complying with educational standards is, ultimately, a service to the larger society. An institution that strictly enforces its educational standard gives the society a select group of people who not only are experts in their respective fields, but also – more importantly so – are learned individuals unto whom the foundation of a great society rests. Conversely, a college that does not strictly comply with the stipulations of its mandated standard can produce students who, after being allowed to take education lightly, end up ill-trained and unprepared for their greater calling in the world. The very reason why students go to school is precisely to learn, and not to have fun; and this, the learning institution has to remember, must be observed even when it means giving the students reasons to work for attaining a certain expertise in their craft, all in the service of the society’s greater good. Work Cited Marias, J. (1967). History of Philosophy. New York, Dover Publications, Incorporated.

Essay on Essentials of Life-Span DevelopmentEssay Writing Service

Essay on Essentials of Life-Span DevelopmentEssay Writing Service Essay on Essentials of Life-Span Development Essay on Essentials of Life-Span Development1) Middle adulthood can be defined either as a separate period of life cycle between the third and fourth decade of life, or as a period of life from 40 to 60 years old. It can be characterized by the intellectual, physiological, socio-political and psychological aspects of developmental age. In this period people should gain certain skills and abilities to acquire positive life experience for the next stage of life. Physiological aspect is described by decrease of physical strength, endurance and attractiveness, the height diminishes after 30 years. The weight of men is stabilizing at this period, while women can gain in weight till the age of 54. Learning abilities of a person begin to come down continuously till 60 years. In middle adulthood people are perceived as members of society that contribute in life quality in agricultural and industrial spheres. So called midlife crisis can be caused by awareness of lost time: it is too late to change job, family life, habits, and his actual life does not satisfy a person.2) The complication of society in the 20th and 21st centuries leads to creation of more and more social subgroups. Each subgroup has its own morality rates (i.e. flirtation, natural in a nightclub is unacceptable at work). Moral becomes more complicated, it depends on circumstances. The scale of discrimination decreases: we apply â€Å"our† morality rates to people of another race, faith, sexual orientation etc. On the other hand, relations between parents and children remind relations between good friends. Morality rates also have changed in the result of technological and economic progress: food abundance depraves people; they throw away surpluses because it is not in short supply any more. The same happens to the air and water: no one thinks about it because there are no problems in this respect. Humanization of society is accompanied by growth of freedom in the morality: for instance, sex is no t regulated with moral any more.3) Fluid intelligence is the ability to apprehend relationships regardless of previous particular experience or precept concerning those relationships. Crystallized intelligence is accumulated knowledge that comes from past experiences and previous learning.4) Nowadays failing industries and ailing economy cause plural changes in careers of people. These changes force people to look for new jobs and sometimes even to change the field of work. To resist these challenges, it is important to utilize the contacts acquired at the previous job and to choose an industry to work in. A person should remember that some professions are harder to get in later in life. Sometimes new certifications are required.5) The main need for meaning that guide people is happiness. Happy people enjoy their lives, they do not ask themselves such questions as â€Å"what for do I live?† Therefore, the question of meaning occurs when a person is unhappy. He is unrealized i n life and cannot find himself. A person can fulfill himself by finding his feet and after that he can become happy. Another need for meaning consists in people’s health: when a person understands the point of his life, he has a reason to take care of his health. There are also such needs for meaning as search of one’s place in the world, person’s influence on reality and goal-setting.CHAPTER 141) Contemporary life-events approach to development emphasizes the process of a life event’s influence on the individual’s development. It depends also on mediating factors, adaptation of an individual to the life event, life-stage context and socio-historical context.2)The cohort effects is a particular effect that unites a special group of people whose members have similar experiences, were born approximately at the same time, the same demographic tendencies influenced on them and they were exposed to identical events in society. The social clock is a spec ific timetable or set of norms that defines the age of a person when certain events happen (starting school, getting married, having children, retiring and so on).3) Costa and McCrae’s study is based on universality. Five personality traits were singled out (extraversion, agreeableness, conscientiousness, neuroticism and openness). It was found that these five traits are remarkably universal for different cultures. A study (it included people from more than 50 cultures) identified that these traits can be used to describe personality. Extraversion includes high amount of emotional expressiveness, excitability, loquacity, sociability, self-confidence. Conscientiousness has such common features as purposeful behavior, high level of thoughtfulness and good impulse control. People with such a trait tend to be mindful of details and organized. Agreeableness includes altruism, affection, kindness, confidence. People high in neuroticism tend to experience concern, emotional instabil ity, melancholy, irritation, moodiness. Openness is characterized with insight, wide circle of interests, imagination.4) George Vaillant based his study (it was male-biased) of personality through adulthood on Erikson’s stages for midlife and older adulthood. Having studied 268 undergraduates till they were in their sixties, Vaillant found significant growth of personality and change over the adult years. Vaillant named four styles of personality’s adapting to the environment (mature, immature, psychotic and neurotic). People with mature style use altruism and humor to adapt to the environment. Those with immature style react to stress with psychosomatic symptoms. Distortion of reality is typical for psychotic style. People with neurotic style rationalize and repress negative emotions. Also Vaillant found that core personality traits tend to remain fairly stable in adulthood.5) Grandparents can play different roles in children’s education. The styles of grandpar enting depend on the roles they play. There are such styles as â€Å"distant person† (communicate with grandchildren only on holydays or family meetings), â€Å"roots† (pay a great interest to grandchildren without interfering in their education), â€Å"inventive person† (see themselves as the main organizers of fun for grandchildren but avoid more serious interaction with them), â€Å"valued elder† (provide information for grandchildren as well as for children), â€Å"surrogate parent† (take the biggest part of parents’ duties). Of course, modern profile of grandparents changes because of the social development (a lot of grandparents prefer continue their careers rather than spend time with children). But anyway, grandparent’s attitude depends on their personality. A lot of them continue to take care of grandchildren, stay with children in the evenings, letting parents go out for some time. Grandparents broaden children’s soci al outlook, give them some part of their rich experience.

The Best Music for Studying - 20 Songs

The Best Music for Studying - 20 Songs    According to Nick Perham, a researcher published in Applied Cognitive Psychology, the best music for studying is none at all, which is sure to make all the music aficionados upset to hear.  Perham recommends complete quiet or ambient noise, like a soft conversation or muted traffic for the optimal study background. Websites like SimplyNoise.com and apps like White Noise have millions of users testifying to the fact that ambient noise helps people focus and study. But purveyors of white noise have an equal number of music lovers who would beg to disagree.   Some people, despite Perhams research, believe that music is a must for studying everything from the SAT to the MCAT. They believe that music can really enhance the study experience since music brightens peoples moods and increases positive feelings - both of which are important factors for successful study. Lyric-Free Music Music researchers do agree on one thing, however: music for studying should be free from lyrics, so the songs arent competing for your brains memory space.   The individual songs listed below can give you an idea of the wide range of lyric-free study music available to you. There is an entire  world  out there dedicated to study music that you may have never even heard about. Try Pandora and Spotify stations by genre and artist and download the music apps to help you focus on your studies and NOT on the sweet beats of the songs.   20 Songs for Studying These twenty songs represent a wide variety in musical genres. Everything from classical music by Mozart to covers by Modern Rock Heroes is listed, hopefully hitting a lyric-free genre youd be willing to crack open the books to.   Song: Adagio from Serenade No. 10 in B Flat Major for Thirteen Winds Gran Partita ListenArtist: Wolfgang Amadeus MozartSong: Aloha Ia O Waianae ListenArtist:  Ledward KaapanaSong: Be Still My SoulArtist: David NevueSong: Blues After Hours ListenArtist: Pee Wee CraytonSong: Braveheart Film Score ListenArtist: James HornerSong: Concerto for Violin, String and Harpsichord in C R. 190 I. AllegroArtist: Antonio VivaldiSong: Desfinado ListenArtist: Stan GetzSong: Here Comes The Sun ListenArtist: Piano Music SongsSong: In The Shadow Of Your Wings ListenArtist:  John TeshSong: Love Theme From Romeo and Juliet ListenArtist: Henry ManciniSong: Palladio ListenArtist:  EscalaSong: Étude-Tableau in C Major, Op. 33, No. 2 ListenArtist: RachmaninoffSong: Sigh Listen to SighArtist: PrafulSong: Silence Magnifies Sound ListenArtist: The Six Parts SevenSong: So Long, Lonesome ListenArtist: Explosions in The SkySong: South Street ListenArtist:  Bobby Ross Avila and NaturalSong: Take Five Lis tenArtist: Dave Brubeck Song: Viva La Vida ListenArtist:  Modern Rock HeroesSong: Whiskey Before Breakfast ListenArtist: Doc WatsonSong: You Wish ListenArtist:  Nightmares on Wax

Practice of Do Not Resuscitate, Pros and Cons Essay

Practice of Do Not Resuscitate, Pros and Cons - Essay Example There are some cases where a medical decision to cease treatment accords with moral principles but may nevertheless invite legal censure as in the case of withholding unduly burdensome life-prolonging treatment from severely disabled newborns or severely brain-injured adults. Longitudinal Research 'describes what can be defined as the minimum common denominator of a family of those methods which tell us about change at the individual micro level" (Ruspini 3). The advantage of longitudinal data is that it suggests important cross-cultural differences in the presence of flat affect while methodological questions remain as to precisely how flat affect was assessed. The cross-cultural variation in emotional experience and expression generally and in "Do Not Resuscitate" patients specifically render the culturally valid assessment of flat affect a complicated undertaking. A medical decision to continue treating a patient may accord with a reasonable body of medical opinion, be legal (as in cases where patients have been deemed rationally incompetent under a mental health act), yet be quite unethical if the patient has expressly stated a wish not to be treated, and if this expressed wish, contrary to popular medical opinion, is not 'irrational' (Baker and Stro sberg 22). Death is of particular cultural and sociolinguistic concern insofar as the language and ethnicity of the individual conducting the psychiatric assessment may differ from those of the patient. Certainly a desire to die can be expected to vary substantially in relation to culturally constituted capacities such as self, agency, motivation, and the meaning of purposeful action. "longitudinal research is often undertaken precisely in order to identify social change and its correlates" (Bryman 71). In addition to the usual methods of cross-tabulations, comparisons of means between groups, correlation and regression analysis, there are some special methods that are particularly useful for the analysis of longitudinal data. The following are special methods which can be used to analyze data from our longitudinal studies: (a) age, period, and cohort analysis; (b) change graphs; (c) residual change analysis; and (d) longevity difference (Devine and Heath 63). A cross-sequential design is necessary to separate out the effects of age, period, and cohort. The essential steps are: first, the data must be arranged so that the time interval between times of measurement must equal the number of years in each birth cohort; second, each of the three types of differences must be measured: longitudinal (difference between earlier and later measurements on the same cohort), cross-sectional difference between cohorts at the same point in time), and time-lag (difference between earlier measurem ent on an older cohort and later measurement on a younger cohort); third, inference about the effects contained in these differences are based on the fact that each difference is composed of two effects: longitudinal difference equals age plus period; cross-sectional difference equals age plus cohort; and time-lag difference equals period minus cohort (Bryman 73). If there are no significant differences it is usually