Increasing Nursing Population Of Older Adults †Free Samples

Question: Discuss About The Increasing Nursing Population Of Older Adults? Answer: Introduction With the increasing population of older adults, there is an increasing prevalence of chronic disability. Many people lack the awareness on whom to communicate about the end of life care. In response to this situation, advance care planning and directives has been developed in Australia. The paper argues in favour of the use of Advance Care Planning (ACP) and discusses ethical dilemma related to it. Ethical dilemma is a situation where one cannot reach a solution in ethically acceptable fashion. Significance to Advanced Care Planning Directives ACP is the national program that assists individual with resources and health care information. With the help of the program, the individuals can make the health care decisions. The care providers can know the preferences, values and beliefs of the client through ACP and both together can plan for the future medical care. This program is based on the ethical principles including autonomy, beneficence and non-maleficence. On the other hand, the advance care directives or ACD is the written document that guides the future care of patients in the event they are not able to directly involve in decision-making. ACP should be used in Australia for it has many benefits (Mullick et al., 2013). According to randomised control trial by Detering et al. (2010) ACP and ACD improves the end of life care. It improves the quality of death as it considers the patients preferences and respects their wishes. Thus, ACP allows both patient and family satisfaction with care. The process reduces the likelihood of the patient to due in unwanted place or unwanted hospital admissions. It reduces the depression, stress and anxiety in the surviving relatives. Ethical dilemma may occur to patients and the care providers when there is no one to name as proxy or in case the family members may disagree with the patients wishes. Ethical dilemma in ACP and ACD can be avoided by considering previously mentioned wishes and preferences of patient even if currently losses the ability to be autonomous (Butler et al., 2014). The ACP and ACD is implemented in within Vcitorias current legal framework through the Medical Treatment Act 1988, TheGuardian and Administration Act 1986, ThePowers of Attorney Act2014 and TheCharter of Human Rights and Responsibilities Act 2006. The first ACT allows the person to accept or deny medical treatment as well as employ a substitute to make decision. Similarly, the second ACT allows the patients to appoint an enduring guardian to make decision on behalf of the patient. The third Act assist in new role of supportive attorney. This act consolidates power of making financial decisions related to treatment. For people mak ing power of attorney, the Act increases legislative protections. The last ACT allows the public authorities to act compatibly with and respect the human rights. Thus, this legislations have reduced the ethical issues to a great extent (Flo et al., 2016). Conclusion It can be concluded that ACP and ACD are beneficial for the individuals to revive adequate end of life care even if they lose autonomy. With the help of the legal framework and the protection offered, it is easy to overcome the ethical dilemma. Hence, it should be used in Australia. References Butler, M., Ratner, E., McCreedy, E., Shippee, N., Kane, R. L. (2014). Decision aids for advance care planning: an overview of the state of the ScienceDecision aids for advance care planning.Annals of internal medicine,161(6), 408-418. Detering, K. M., Hancock, A. D., Reade, M. C., Silvester, W. (2010). The impact of advance care planning on end of life care in elderly patients: randomised controlled trial.Bmj,340, c1345. Flo, E., Husebo, B. S., Bruusgaard, P., Gjerberg, E., Thoresen, L., Lillemoen, L., Pedersen, R. (2016). A review of the implementation and research strategies of advance care planning in nursing homes.BMC geriatrics,16(1), 24. Mullick, A., Martin, J., Sallnow, L. (2013). Advance care planning.Bmj,347(7930), 28-32.

Joel Peter Witkin free essay sample

Contextual Study Joel-Peter Witkin is arguably the most controversial photographer in history. His work surrounds themes and issues such as death, corpses, and people who are often concealed from society such as dwarfs and transsexuals. His work has been described as both â€Å"morbid† and â€Å"that of a genius†, yet these provocative images, he claims are inspired by his childhood. An accident that happened outside his house, involving a young girl being decapitated fascinated him. It happened on a Sunday when my mother was escorting my twin brother and me down the steps of the tenement where we lived. We were going to church. While walking down the hallway to the entrance of the building, we heard an incredible crash mixed with screaming and cries for help. The accident involved three cars, all with families in them. Somehow, in the confusion, I was no longer holding my mothers hand. At the place where I stood at the curb, I could see something rolling from one of the overturned cars. We will write a custom essay sample on Joel Peter Witkin or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It stopped at the curb where I stood. It was the head of a little girl. I bent down to touch the face, to speak to it—but before I could touch it someone carried me away. His upfront view of horror and death is represented in a beautiful and energetic way, and presents the fresh curiosity he possessed as a child. He is able to find beauty in the most repulsive and grotesque things. In order to find his subjects he has visited medical schools, mental asylums and morgues across the world. His bold images have provided a lot of controversy. He creates his own world of the dead, through his pictures. Witkin was born in 1939 in Brooklyn, New York City, to a Jewish father and a Roman Catholic mother. However, his parents divorced when he was young because of their religious differences. After school he worked as a war photographer in the Vietnam war. In 1967, he decided to work as a freelance photographer, and later studies to become a Master of Fine Art. Witkin works in a defined manner, by beginning with sketching his ideas on to paper and then perfecting the image before replicating it in the studio. He then uses techniques such as scratching and piercing his negatives in the darkroom and transforming them into images which look unreal, and therefore reinterprets his intial idea.

Write for the Judge The Secret to Winning Writing Contests

Write for the Judge The Secret to Winning Writing Contests There are hundreds of writing contests out there offering prizes of thousands of dollars for short story writers, poets and novelists. The downside is that you often have to pay to enter, so if you enter too many without success, it can be expensive. Contests are always a bit of a gamble, but theres a simple way to increase your chances. Write for the judge. Of all the details of writing contests, the judge is often the most overlooked, and yet it’s one of the most crucial. The judge is the person who will be deciding whether you win or lose, get published or get a rejection slip. Doesn’t it make sense to find out what this person likes or dislikes? Fortunately, with writing contests, this is usually easy to find out. Whereas regular submissions to magazines or newspapers will be handled Here’s an example of how it works. Last year, I decided to enter the Nottingham Short Story Competition. The judge was M.J. Hyland, so I decided to find out more about her. I read a  story she had available online, visited her website, read interviews and profiles. Then I wrote a story just for her, a story I thought she’d really like to read. The result: a respectable third place, publication in an anthology, and a check for  £125. I’ve used a similar method to win thousands of pounds worth of writing prizes. But isn’t that compromising your integrity? Shouldn’t you just write for yourself? No. Anything you write is for an audience; the whole point of telling a story is to entertain or enlighten other people. The audience here is just smaller than usual! Of course you should never write anything you don’t believe in, and I’m not saying you should mimic the judge’s writing style or content. What I am saying is that you can improve your chances greatly As an added bonus, reading and analyzing the work of an accomplished writer will help you learn from them and improve your own writing. So even if you don’t win the contest, the exercise will have been a valuable one. Of course, sometimes the judge will be someone you can’t really write for without compromising your integrity, someone whose interests or writing style are radically different from your own. In that case, the best course of action is simply to walk away and congratulate yourself on saving the entry fee. There are plenty of contests, so theres always another possibility! To find a writing contest to enter, the FundsforWriters newsletter is of course a fantastic resource. Here are a few others to check out:    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Booktrust  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Poets Writers  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   FirstWriter.com  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Freelance Writing  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Writers Reign

How To Overcome A Fear Of Public Speaking

How To Overcome A Fear Of Public Speaking Do you get performance anxiety when you need to make a speech in public, be it a large or small crowd? It’s entirely normal if you’re nodding your head ‘yes’, because even the most seasoned public speakers in the world suffer from an attack of the jitters from time to time. The key is in knowing how to deal with such problems, having a few methods in your pocket to get you over your anxiety, and recognising that feeling nervous to any degree is entirely normal. If you have a big presentation coming up, and you’re losing sleep over it, worry no more! Here’re a few tips on how you can become a rockstar public speaker, and kick those worries to the curb. So here they are: Know What You’re Talking About Preparation is everything, and knowing inside out what you’re talking about is the way forward. Research, research, research! Don’t leave everything to the last minute, make sure you look into your topic and know your stuff well ahead of time, because putting it all off will simply add to your problems and make you more nervous about the outcome. Here at Essay Writing Place, we offer a comprehensive service for students experiencing problems with presentations, providing them with thorough research which is easy to understand and present and developing an effective outline. Having everything you need not only in your head, but also down on paper in front of you, goes a long way to easing your performance anxiety. Practice Really Does Make Perfect We’ve all heard this saying, but it is a truth. Stand in front of a mirror and deliver your speech or presentation, or perhaps ask a friend or family member to listen to it for you and act as the audience. It doesn’t matter whether you go over it twenty times, because the more you do it, the easier it will become, and the more confident you will feel – you will probably also feel that you know it off by heart, and that is certainly a great way to cut down on worries and stress. Think Positive Before you head onto that podium and deliver your presentation, picture in your mind that you were successful, that you had a standing ovation, and basically that you brought the house down. Positive thoughts bring about confidence, and it is confidence which will carry you through. Focus On Your Breath During your presentation, and certainly before, if you feel your heart rate starting to climb, and your breath coming in sharp bursts, close your eyes, take a deep breath, and hold it for a few seconds, before exhaling slowly. Focusing on your breath shuts out the outside word, which in turn shuts out your worries. Before you head onto that podium, practice this method and feel your nerves melt away. Don’t Focus Too Much On The Audience The information you’re giving to your audience is more important than the audience itself, so try and shut out as much as you can when you think about the people sat in front of you. You may look nervous from time to time during your presentation, but so what? Nerves can power us to success. Be passionate about the information you’re giving. Don’t Be Afraid To Take A Moment If you feel your hands shaking, or you can hear a hitch or wobble in your voice, take a moment to gather yourself, do your deep breathing, and continue. Nobody is going to notice you having a second or two to yourself, and whilst it might seem like an age to you, in reality it is probably going to be no more than five seconds. Pat Yourself On The Back, You Rock! Well done you! You did it, and you should be proud of yourself. Even if you had a few minor wobbles, it doesn’t matter, because you got the job done. Take each success as a step towards major confidence in the future when it comes to your next bout of public speaking. Even the most confident people in the world sometimes stumble when making speeches in public, and it’s certainly not a failing to admit that this is an area that worries you. It’s all about preparation, knowing your stuff, and sometimes about faking confidence. Our presentation preparation service will go a long way to helping you be 100% prepared, and when you know what you’re doing, the rest is easy.

World War II, Cold War and Post-War America Essay

World War II, Cold War and Post-War America - Essay Example United States became an ally with British and French and became involved in the war by supplying them with the military assistance. America offered weapons and other military support to those countries under the Land Lease Act and Cash and Carry Act. This allowed the renting of American military equipments during the tough war time. This was the crucial time when America was indirectly involved in the war with the other countries to overcome the Axis powers. During the early stages of World War II, America remained a neutral force which aimed its goal in providing sources and military assistance to all the other countries. Such countries were bound to come all the way to America to get their military supplies. However, America was under strict surveillance of Germany, for providing military assistance to Britain. As a result, Germany failed to defeat England in the war and moved its interest towards Soviet Union due to the presence of different resources available there. On the other hand, Japan was another state that was aggressively gaining control over Asia. Somehow, we understand that Japan was also under ‘steel deals’ with America. United States of America understood the Japanese motive behind their expansion which was greatly influenced by the Germany ideals. This moved the United States to place an Embargo on Japan for using its Steel. This adversely affected the Japanese manufacturing of military weapons and fueled the fire between Japan and US. We know that Japan was seeking to increase its power and influence in the Asian region to set the image as a main regional super power and to acquire the raw materials that the country lacked. Japan believed that it was the right time for the small county to grow and to maintain its dominance over China and other Pacific lands. Nationalism was the basic factor that was growing in Japan during 1930 just the way it was growing in Germany. The young generation of Japan was under heavily influenced of t heir leader, Hirohito. When Japan attacked China, it realized the fact that the country is fighting with two strong political wings; the Nationalists and the Communists. However, America supported the Nationalist wing but remained neutral till the very end. During the WWII, America emerged as a super power that can hold supremacy and dominancy on any nation. WWII was the war of technology and improved war-weapons. The American interests in WWII were comprised of different factors. Americans wanted to make sure about the flow of communism and at the same time, America was nervous about Japan’s increasing power in the region and about its move towards South-East Asia. American Foreign Policy would have been damaged if Japan had attacked and took over Philippine. For Americans to safeguard their interest in the region, they thought it is highly important to deploy the atomic bomb. At the same time, America was also worried about the expansionist plans of Hitler. The main interes t lied in the maintaining its supremacy and dominancy on greater part of the world. World War II has played a key role I the formation of several factors that established the foundation of modern America. It shaped the entire country in a new transition. World War II helped America to get out of economic depression, political isolation and social conservatism. The World War II also enabled America to revive its domestic policies, foreign relations and to expand itself in both social and cultural arenas in a different manner. World War I was America’s first involvement in the Europe, however, during World War II, America maintained its supremacy on the greater part of the world, expressed its military power, cultivated new alliances and shaped new diplomatic relations with the major powers. Part 2: America and

Human Behavioral Ecology Essay Example | Topics and Well Written Essays - 1250 words

Human Behavioral Ecology - Essay Example As a result a person develops behavioral strategies to solve different problems that are set by nature like arranging for food, mating, looking after the offspring and maintaining interactions with kin, offspring and other individual. HBE gained popularity between 1960s and the 1970s when there was growing emphasis on animal behavior and evolutionary biology. J.B.S Haldane a British evolutionary biologist by 1956 had already argued that differences of human behavior could be analyzed as responses of different individuals with similar genetic composition exposed to varying environments. But the initial developments of HBE were in the field of foraging, drawn for the optimal foraging theory (OFT). This was because OFT was sophisticated and testable theory by 1980s and because much of the history of human species was spent as foragers. Foragers offer experiments for studying human behavioral variability. If people of today forage for living are constrained by aspects of ecology, then the variations in these limitations, the difficulties imposed by these constraints and the solutions that different individuals adopt to overcome the constraints are open to ethnographic observations. The OFT consists of a groups of mod els addressing resource choice, time allocation and patch choice and diet breadth model that is most commonly used in studying humans. In accordance to this model, individual foragers select food resources that promise to provide maximum nutrition, by trading off the handling and search times associated with acquiring that food source. Foragers often bypass those food sources that yield low post encounter mean rate of nutrition when more profitable food sources are common, but they take a broader array of prey species when more profitable items are rare (Kaplan and Hill, 167-201). Changes in subsistence pattern over a period time can be explained by changes in response to factors like technology, climate changes and availability of foreign imports. Thus new technology can either expand or contract the diet breadth (prey choice), depending on whether the cost of searching and handling the food resources have been affected. The diet breadth models even deals with archaeological deposi ts. For instance, deposits associated with societies that are on the brink of adopting agricultural activities, show increasing exploitation of previously unused sources, like plant food and seeds that require extensive processing. The diet breadth model as such suggests that agriculture emerged many times in history as an alternative in response to decrease in encounter rate with higher ranked nutritional items. Failures to support the foraging model predictions have been just as intriguing as the successes. For instance despite what foraging model suggest that humans acquire food that maximizes their mean acquisition, men go for large preys like animals, ignoring the small food items like plants that are more profitable for increasing their mean acquisition rate. Women on the other hand frequently do the opposite and favor small food items over large preys like animals. These observations have helped in generating two alternative hypotheses. The first hypotheses relates to the differences of constraints, that men maximize their nutritional acquisition through paying attention to the currency that gives more weightage to protein rather than

Time Management Essay Example for Free

Time Management Essay Study: â€Å"Working to live: Why university students balance full-time study and employment According to Valerie Holmes, within this group 83 per cent of students worked at some point during term-time of their degree programmed. In total 58 per cent of those students who worked did so to either cover or contribute to basic costs of living. While the majority of students felt they could balance work and study, half of all students questioned felt that working could have a negative impact on their degree classification. Valerie Holmes, (2008) Working to live: Why university students balance full-time study and employment, Education + Training, Vol. 50 Iss: 4, pp.305 – 314 http://www.emeraldinsight.com/journals.htm?articleid=1728331 | The work–study relationship: experiences of full†time university students undertaking part†time employment Journal of Education and Work Volume 23, Issue 5, 2010 Ralph Halla* Pages 439-449 Publishing models and article dates explained Received: 21 Apr 2010 Accepted: 14 Jul 2010 Version of record first published: 29 Nov 2010 Abstract Work and study commitments of full†time undergraduate students at the University of New South Wales were investigated in four surveys conducted in 1994, 1999, 2006 and 2009. Respondents to the surveys reported the amount of time they spent during term time in paid employment, studying outside of formal class hours and in leisure activities (1999 and 2006 only). Fifty full†time students in 2006 and 37 in 2009 who were identified through the survey as working in excess of 10 hours per week were interviewed about their work and study relationships. Findings are consistent with UK studies showing an increase in part†time work by full†time students. In addition, a steady decrease was found in hours of study outside normal class time and in time spent in leisure activities. Reasons for working offered by interviewees were predominantly financial although many reported that gaining work experience, even in areas not related to their studies, was an important consideration. While some of the students interviewed felt that the government should provide more support for full†time students, the majority thought that the university should cater more for the needs of working students by providing more online facilities for assignment submission and communication and more flexible timetables and submission requirements. In the absence of any likely moves by governments to provide financial support to students, universities need to recognize the increasing demands placed on full†time students by part†time work and to implement procedures to assist working students. http://www.tandfonline.com/loi/cjew20 Literature: More students balance school with jobs By Jacob Serebrin | January 25th, 2012 | More than half of full-time university students in Quebec work while attending school and more than 40 per cent of all undergraduates work more than 20 hours weekly says a new study by the Fà ©dà ©ration à ©tudiante universitaire du Quà ©bec, a provincial lobby group that wants lower tuition. On top of that, more than twice as many full-time students aged 20 to 24 in the province work part-time jobs than students did in the 1970s. The workloads are hurting their educations: 43 per cent of full-time undergraduates say that their jobs have negatively affected their studies and 30 per cent say their jobs mean they’ll take longer to finish. It’s worst for PhD students—six in 10 say work forced them to prolong their studies. It’s not just students in Quebec who are putting in long hours between classes. According to the 2011 Canadian University Survey Consortium study 56 per cent of undergraduates in Canada work. The average number of hours is 18 per week. Nearly a fifth (18 per cent) work more than 30 hours weekly. One third of working students report â€Å"a negative impact on their academic performance.† The latest research also builds on a November 2010 report put out by FÉUQ that said employment income accounts for more than 50 per cent of the average full-time student’s income in Quebec. Predictably, FÉUQ is using the results of both studies to argue against a tuition increase that will take effect this fall. The hike will see tuition for in-province student’s rise by $325 a year to $3,793 in 2016. It’s easy to dismiss FÉUQ’s concerns–the province has the lowest fees in the country. But the fact that so many students are working so much suggests many are already at the breaking point. It also rebuts the claim by Quebec politicians that the increase would return tuition to 1968-9 levels, adjusted for inflation, which is what finance minister Raymond Backhand told the National Assembly. The claim that today’s students are paying less than past students has also been a favorite of the Conference of Rectors and Principals of Quebec Universities, which represents administrators. Perhaps tuition was indeed more expensive in the 1968-9s. But in the 1970s, students could afford to work less in coffee shops and clothing stores—and more on their studies—than students of today. http://oncampus.macleans.ca/education/2012/01/25/more-students-balancing-school-and-part-time-jobs/ Vol. 1, Issue 1 spring 2005 The Effects of College Student Employment on Academic Achievement By: Lauren E Watanabe Mentor: Jana Jasinski Review of Literature As money and resources become more scarce for college students, jobs become more of a necessity rather than an after school activity. Any changes to students routines will lead to changes in academics, whether they are positive or negative. Employment among college students has been increasing rapidly. Its effect on the academic performance of students has been questioned by many researchers (Green, 1987). Some of the issues raised in the literature concern matters such as the number of hours worked, whether or not the students jobs pertain to their majors, and the students workloads. As more students are employed, they face having to balance their academic requirements, extracurricular activities, and employment responsibilities to maintain their lifestyles (Furr Elling, 2000). The literature reviewed below examines how employment has affected academic achievement. Much of the research indicating that employment negatively affects students academic achievement stated that an increase in the amount of hours worked was the most influential factor. In one study, more hours worked decreased the likelihood of being an A student (Pritchard, 1996). According to Furr and Elling (2000), 29% of the students working 30-39 hours per week and 39% of those students working full time indicated that work had a negative and frequent impact on their academic progress. Those who take on part-time jobs are less engaged in school before they enter the labor force, and part-time employment, especially for more than 20 hours weekly, further exacerbates this problem (Steinberg et al., 1993, p. 175). Furr and Elling (2000) also found that upperclassmen worked more hours than freshmen, indicating that the older students would be more likely to suffer in their academics. Therefore, w orking full time has an even greater impact on academics because, often times, working 40 or more hours further decreases a students college grade point average (GPA) and is negatively related to completion of a bachelors degree (Astin, 1993). The act of balancing school work with the labor market may also lead students to put forth less effort into both because they are spreading themselves too thin (Astin, 1993). According to these researchers, it is not the job itself that causes the problems, but the overload on the amount of time worked because students who work more hours each week spend less time on homework, [and] pay attention in class less often (Steinberg Dornbusch, 1991, p. 307). Not all of the research has shown negative GPA effects from the amount of hours a student is employed. Some findings indicated that employment had either a positive effect or none at all. A number of researchers, for example, found that hard work built stronger academic character because it taught the students time management skills, gave them experience outside of the classroom, and provided them with more satisfaction in college (Pennington, Zvonkovic, Wilson, 1989). Dallam and Hoyt (1981) suggested that a good balance between stu dents credit hours and working hours forced students to be more organized and to have better time management. They also found that students who worked between 1 and 15 hours per week showed a slightly higher GPA than those whose workloads were heavier and those who were not working at all (Dallam Hoyt, 1981; Li-Chen Wooster, 1979). Not only were higher GPAs found in students that maintained jobs, but Green (2001) also stated that they had gained job skills, experience, knowledge of a variety of jobs, a sense of accomplishment, a feeling of responsibility, and money for personal and school expenses (p. 329). Other researchers, when comparing high and low academic performance and the amount of hours students worked, found that the amount of hours employed did not have an adverse effect on their academics (Pinto, Parente, Palmer, 2001). Similarly, Watts (2002) analysis of 19 students at the University of Brighton found that 4 of 12 working undergraduates said that working did not affect their academics and 5 said that it actually had a positive impact. Although some of the previously mentioned studies used samples of high school students rather than undergraduates, their results were consistent. The fact that some contained samples of less than 50 students, however, may have accounted for some of the differences between the positive and negative academic results. Not accounting for the amount of time actually put into the job, researchers have found that the type of employment a student holds has an impact on academics. Dead-end jobs such as a cashier or fast food worker tend to have a negative effect (Li-Chen Wooster, 1979), whereas high-quality, part-time jobs that seemed to develop career-related skills may in effect contribute to increased levels of career maturity, and these types of jobs are more likely to be flexible and work with students schedules (Healy, OShea, Crook, 1985). These types of jobs allow for hands-on experience that cannot be gained in the classroom alone. For example, of the 600 full-time students at Lamar University surveyed, 91 out of 215 students whose jobs related to their majors had a mean GPA of 2.98, while those whose jobs were career unrelated had a mean GPA of 2.66 (Li-Chen Wooster, 1979). Also, student comments suggested that employment related to a potential career provided additional experience. For example, 10 out of 23 comments of a 120 nursing student survey at a university indicated that they were gaining more practical experience . . . and that as all [their] employment is in care areas, [they felt] it [had] extended [their] experience (Lee, 1999, p. 448). As money and resources become more scarce for college students, jobs become more of a necessity rather than an after school activity. Any changes to students routines will lead to changes in academics, whether they are positive or negative. Though the research results were not always consistent, it was a common theme that the more hours worked led to decreased academic performance, but that working in general did not necessarily have a negative effect on grades. When it came to students jobs as they applied to their majors, the effects were positive in that they provided experience beyond the classroom (Lee, Mawdsley, Rangeley, 1999). The following study will look at these variables as well as class standing, the amount of credit hours taken, and flexibility of the work schedule in order to determine the positive or negative relationship of working and academics. Other variables, such as demographic factors, will also be examined. http://www.urj.ucf.edu/vol1issue1/watanabe/literature.php