Concept of Hope in Nursing Practice

Concept of Hope in Nursing Practice INTRODUCTION The aim of this assignment is to explore the definition and concept of hope in relation with nursing practice. It will also focus on the significance of hope in individuals who are suffering from chronic diseases such as cancer and AIDS (Acquired Immune Deficiency Syndrome). In addition, the obstacles which can arise while inspiring hope in clients and the problem solving methods which can help to manage the barriers will also be identified. Nurses have an important role to instill hope in the patient which can help the patient to create a positive feeling. Therefore, the significance of the concept of hope is considered as an important aspect of discussion in this assignment. DEFINIING THE CONCEPT Hope is a concept which helps the people to fulfill their life with expectation of good things. According to Holt (2000) hope is an essential but dynamic life force that grows out of faith in God, is supported by relationship, resources and work, and result in the energy necessary to work for a desired future. Hope gives meaning and happiness. The life is more worth when filled with hope. It has great influence in the sick people who are living in the darkness of hopelessness as it gives an optimistic point of view to their disease condition especially, in the patients who are suffering from malignant disease such as cancer and AIDS. Moreover, it has universal phenomenon as it can be seen each and every countries and cultures. Hopelessness can be distinguished from depression and particularly in relation to health. Nurses should focus on hope than on the lack or loss of hope. According to peoples belief that hope is vital to life and that everyone has hope. According to Farran (1995) hope has a power to deliver positive feeling related to good health such as subjective well being, good social and physical status, somatic health and healthy lifestyles. Hope is characterized in many ways as it involves feeling, thoughts, actions and relationship. According to Rustoen (1995) hope is not an enduring state, it is a varying phenomenon. Hope has no age limit, it can be offered to any age group even in child or in aged people. Individuals are able to make a distinction between hope and expectancy as relating to both positive and negative situations. Hope is considered as an emotion or feeling (Rustoen, 1995) which helps to cope with any difficult situation in their life. So, hope can be considered as an acceptable emotion as it provides beneficial effect on patients. Hope is very useful when it is goal oriented, especially in the areas of rehabilitation, recovery, or health promotion. Stephenson (1991) stated that hope is vital in every persons life, as it helps them t o work constantly to achieve their goal or manage their present situation. For example, the patient who is suffering from an incurable disease has a strong feeling of loss and emotional stress. In such situations, hope has an important role in begining positive thoughts and prepare them to co-operate with the treatment regimens (Hinds and Martin, 1988).Thus, hope assists in improving the quality of care. Stephenson (1991) further suggested that, to impart hope in someone there are three appraisals needed such as; firstly, it is important the situation of the individual, secondly, the situation should have a potential to be incongruent with an individuals goals and finally, the situation involves uncertainty (unexpected future). In addition, hope is related to ones emotional status. Davison and Simpson (2006) claimed that it is essential that over all emotion of a person is associated with the hope, because, an optimistic point of view is needed for the positive outcome. There are so me other factors which help to perceive hope. The studies supported that the support of the society, self respect and self esteem and spirituality and religious support which are required for maintaining hope during illness (Stephenson, 1991). Moreover, hope is important as it is focused on how people can endure and look forward to life for the best despite of the difficulties in their life. In nursing care, hope has specific importance because the injured/ill persons need special attention for the rapid recovery. RELEVANCE OF HOPE IN NURSING PRACTICE Hope has a great influence in patient care as it is closely connected with nurses and nursing care. To provide a good nursing care to the patient, nurses should have the qualities like patience, expectation, suffering and ability to adjust with the situation. Hinds and Martin (1999) stated hope as a cornerstone of the role of the nurse. Further, Travelbee (1971) identified the nurses role to sharing the experience of hope with the patients and avoid the feeling of hopelessness. Nurses cannot transform the hope into the patient unless they have it. In the literature by Moores (2005) it is illustrated that the nurses should have a high level of self awareness and have hope in themselves in order to inspire hope in the patients. Moreover, nurses should create an interpersonal relationship with the patient by good communication. This will help the patient to establish a feeling of comfort, care, trust and confidence. Turner (1981) stated that hope is closely interconnected with nurses ev eryday life as well as work environment. However, the term hope used was not clear and ambiguous and this concept was not acceptable in the patient with chronic illness or incurable condition. Therefore, it is essential to create positive attitude in patient for their better future. Nurses have a vital role to generate positive expectation in patients. According to Moore (2005) hope is considered to be a positive concept that can make a difference to peoples lives. In addition, it also presented as a center concept of nursing practice because, it is closely linked with patients experience and improvement. In nursing, hope is considered as an essential perception which helps the nurses to facilitate or continue in others. Moreover, by encouraging patients with hope, nurses can create a positive energy among patient who is suffering with chronic diseases such as cancer and AIDS. Cutcliffe and Grant (2000) stated that relationship between the function of caring activity of helping , an d practice instilling hope in continuing care of cognitively impaired old adults within a continuing care , as basis for suggesting that inspiring hope to clients is one of the primary acts of psychiatric or mental health nursing. Thus, hope helps the cognitively impaired patient to display the qualities of faith and hope as well as will to live and love. Mostly, patient with chronic disease like cancer may have no hope in their life and they leave everything for their destiny. Brumbach (1994) points out that hope is the key encouraging factor which helps patient to go further with expectations. It is difficult to sustain hopefulness in patient without emphasize the importance of hope repeatedly because hope is an active process not passive. So, it is important to make sure that the active participation of patient and the nurse. Furthermore, the main barriers which resist inspiring hope in nursing practice, such as lack of knowledge and communication skill, fear about the disease co ndition, lack of emotional stability and expectation and lack of awareness regarding the treatment regimens (Scanlon, 1989). All these reasons will affect emotional outlook of the nurse. Moreover, recognizing these obstacles will help to understand more about hope and facilitate to provide good care to the patient. Nurses need to give more effort and concern to the patients who are seriously ill. The total health care team is needed for the care of patients. In another word a total team spirit is needed to achieve a goal which is planned for the patient care. However, to achieve a central goal in nursing practice or care, some certain hindrance will occur and it can be overcome through good communication with patients and family members, listing to patients problems, trust full relationship between patients and provide appropriate knowledge regarding diagnosis and prognosis of the disease condition. CONCLUSION To sum up, the concept of hope is applicable in all spheres of life and helps in dealing with the problems and difficulties which make the life stressful. Hope is a light in the life of patient. It helps the individual to maintain the strength of the person. Also for the family who knows about the prognosis of the patient, they prepare their self emotionally and practically. Hope is a belief of them. Always hope for the best. This is a essential part of life and for the human being. In this concept, different authors have different views about the concept. Word Count: 1434

Essay examples --

â€Å"Beauty is only skin deep.† Everyone knows the quote, yet why is it that we still struggle to look our best? Why is it that some women bother to wake up an hour early to do their hair and makeup? Its simple etiquette, some might argue. However, etiquette aside, why is it that twenty ­million people in America alone suffer from eating ­related disorders? Why is it that a 38 inch plastic doll is a little girl’s role model? This is why (visual aid). Magazines, movies, newspaper advertisements, the internet. All of these tend to showcase seemingly thin, beautiful, toned models and celebrities, causing many women in the world to be pressured to have the ‘perfect’ body image, never satisfied with their own bodies and looks and willing to do anything to achieve the ideal image, even if it means having to subject themselves to dieting, hunger and eating disorders. Now, what should blame for this unhealthy obsession that has bloomed among today’s wom en? Of course it would have to be the media. Don’t get me wrong, there are definitely other causes of eating disorders, but with constant advertising and material showcasing visuals that feature seemingly flawless and thin women, who would not feel insecure? Who would not feel influenced to want to have a similar body image? The very image of the ‘ideal’ woman has caused many women around the world to place outer appearance on a pedestal, to hate their own image, and ultimately fall victim to terrible eating disorders. My name is Valerie, and the purpose of my speech today will be to convince you that the portrayal of a woman’s body image by the media is the root cause of eating disorders and self ­esteem issues among women and girls today and thus implore your support in getting the media to stop... ...ing is very wrong. Today I have gone over three main points to aid me in persuading you of my cause against this unhealthy promotion of an unattainable body image by the media: The highly negative effects on body image caused by the media, the ways the media promotes an unhealthy, unattainable body image of a woman as the ‘perfect’ and ‘ideal’ image, and last but definitely not least, how the emulation of this sort of body image can be prevented. With that, I do hope I have managed to convince you that the portrayal of a woman’s body image by the media is the root cause of eating disorders and self ­esteem issues among women and girls today and thus implore your support in getting the media to stop airbrushing and promoting these unattainable images of perfection. Everyone deserves to feel beautiful. The eradication of the pressure to be perfect begins with the media.

Effects of Computer Gaming Essay

Technology nowadays has brought man to an era of digital and advanced world of computers. Not only are computers used in studies, research and work, it is now being used as part of leisure and entertainment. Most of the youth today know how computers work and even a 3 year old child who is still yet to learn how to read and write knows how to operate a simple computer. This is because the interactive element of a lot of software that computers use excites and attract children and this makes them learn to use and play with the computers. (Jones, 2002) Advancement in technology has drastically changed man’s way of living which has been made easier for most. It has come from diskette to very portable and stylish mini USB, from the ancient â€Å"three point eleven† personal computers with big and bulky monitors and CPUs to very user friendly touch screen-tablet PCs, and from limited Nintendo games like Mario brothers to a bunch of online and offline games like Dota, Counter Strike, Angry Birds, and Fruit Ninja etc. Such kind of improvements has led today’s generation to learning more of what life has to offer through the use of modern technologies like computers. Schools now facilitate teaching and learning through the use of computers. By the use of this kind of technology, learning is now more fun and a lot easier. Application of modern technology like computer-assisted teaching-learning on student’s aims to provide faster learning and ease of teaching and also provide the students of the advanced technology that they need to experience inside the classroom, and which they can apply when they are out of school. Since computer has a lot to offer to its users, it is also being used as entertainment and leisure and computer gaming being the most popular. There are lots of computer games that enhance the thinking abilities of students because of its gaming nature and environment like strategic gaming, word puzzles, etc. With this fact, learning through computer gaming helps students be more willing to study and learn more because, they are not just playing, they are also learning. The use of multimedia in education has significantly changed people’s learning processes. Results from a number of research studies indicate that appropriately designed multimedia instruction enhances students’ learning performance in science, mathematics, and literacy (Gee, 2003). Previous studies indicate that computer-assisted instruction programs have important factors that can motivate, challenge, increase curiosity and control, and promote fantasy in children (Tzeng, 1999). Despite the fact that computer and video games have the same multimedia capability as computer assisted instruction programs, their potential learning impact is often discounted by parents and educators. While computer gaming is regarded somewhat negative in educational settings, particularly for young students, re-scrutinizing of its influence in a teaching and learning context is vital since computer gaming can also be an education-assisted-program with proper implementation and application. While others confirm the negative effects of computer gaming to students’ performance in school and student’s health and mental ability, some authors argue that there are positive outcomes that a player can gain while playing computer video games. A research published in the Australasian Journal of Educational technology found that students who play computer and video games more frequently get lower grades than those who do not. However, it is also included in the research the positive effect of this activity to students as far as some specific video games are concerned which promote some elements that increases learning. On an online article entitled by Charles Pearson (2009) â€Å"Positive Effects of Computer Games on Student Achievement†, the author enumerated five positive significant effects of computer gaming to students. These include enhancing one’s problem solving capability, time and resource management, strategic life management skills, educational games promoting learning, and inherent instructional nature helps students to hone mastery skills. Playing video games needs a sharp mind and an alert reflexes because most of the games require thinking quickly to be able to achieve the games’ goal. According to a blog site on the web authored by Manali Oak (2009) which has an article entitled Positive Effects of Video Games states that since video gaming is interactive, it boosts the ability of one person to use his mind and hence, develops the thinking ability of the person playing. The author also said that video gaming is surely better than watching television as video games are interactive. In addition to what Manali Oak added that playing video games help benefit person with inferiority complex and lack of self confidence as they are experiencing sense of participation and a sense of achievement thus, building his self confidence. An excellent summary of the scant research that has been conducted is by Barlett, Anderson, and Swing (2009) on their research book Video game effects confirmed, suspected, and speculative: A review of the evidence. They reviewed the evidences for video game effects and grouped them into categories of confirmed, suspected, and speculative. By â€Å"confirmed,† the authors mean that the outcomes have received consistent empirical support for causal claims. They describe two such confirmed positive outcomes: (1) Playing video games can result in superior visual attention and (2) Video game play improves the ability to mentally rotate or arrange objects. They point out that the research shows that both violent and non-violent video games produce these positive effects. They also observed that educational video games and simulators can teach specific educational skills and knowledge such as algebra, biology, photography, computer programming, and flight training. The evidence for this connection is provided by Gee (2007) and Shaffer (2006). However, most of the games that they discuss are not commercially available. Perhaps such games will be developed and distributed more widely in the future. In the meantime, the evidence shows that video games can enhance learning if they are designed properly for that purpose. Another study tackled the good and bad effects of video games to children conducted by the Raise Smart Kids Organization. The study enumerated the positive effects of video games to children. Following instructions, problem solving and logic, hand-eye coordination, fine motor and spatial skills, resource management and logistics, multitasking, quick thinking and making fast analysis and decision, inductive reasoning and hypothesis testing are among those which enumerated by the author about the positive effects of video gaming. In addition, the article also included that video games can improve one’s decision making speed. People who played action-based video and computer games made decisions 25% faster than others without sacrificing accuracy, according to a study from the University of Rochester. Other studies suggests that most expert gamers can make choices and act on them up to six times a second—four times faster than most people, and can pay attention to more than six things at once without getting confused, compared to only four by the average person. Surprisingly, the violent action games that often worry parents most had the strongest beneficial effect on the brain, according to cognitive neuroscientist Daphne Bavelier, who studied the effect of action games at Switzerland’s University of Geneva and the University of Rochester in New York. Moving from the early years, the effects of socialization become more entrenched. In an article published in The Journal of Educational Computing, A. Colley (1994) reported that masculine gender role traits are associated with a more positive computer attitude and that there is a gender stereotype of science in general being masculine. According to Sax (2007) his book â€Å"Boys Adrift: The five factors driving the growing epidemic of unmotivated boys and underachieving young men† where he drew one fact well established by his conducted research revealed that violent video games cause aggressive behavior in the players. He argues that video games are so addictive that they satisfy the male need to power and control. It is evident in the country like the Philippines that the most popular computer games that the youth play in the computers are Dota, San Andreas, Counter Strike among others which are clearly promoting violence and aggression through its war and battle depiction. It can in effect, influence the youth as they play those kind of games which depict war, blood, killing, shooting etc. In a book by Barlett, Anderson, and Swing (2009) entitled Video Game Effects Confirmed, Suspected, and Speculative: A Review of the Evidence, it has stated that the â€Å"confirmed† negative effects of video games established by the research include aggressive thoughts and behavior, physiological arousal, and antisocial behavior. It was also explained that there are two variables that heighten the effects of computer games. One is depiction of blood, which results in higher levels of physiological arousal, aggressive feelings, and aggressive thoughts. Another is rewarding of violent acts, which also increases these effects. Since most of the computer games depicts violence, what they conceive in the monitors of their computers in the games that they are playing are somewhat becoming part of their reality. In an article on a eHow.com by Sarah Arnette (2011) entitled The Negative Effects of Computer Gaming on Students, the author enumerated four negative effects of computer gaming on students. She used the General Aggression Model (GAM) developed by Craig Anderson and Douglas Gentile in conducting the study that helped the author come up with the results. The results showed the negative effects include short term aggression, lack of problem solving thinking ability, weight gain, and anti social behaviors. It is regarded that the negative effects of playing video games does not only affect the player’s mental ability but as well as that concerning their health and socialization. Computer gaming also affects the behavior of the players and on how they relate with other people. A study by Argosy University’s Minnesota School on Professional Psychology found out that game addicts argue a lot with their teachers, fight a lot with their friends, and score lower grades than others who play video games less often. Performance in class may be negatively affected due to significant time spent in playing video games. Studies conducted by Anderson and Dill (2000) and one that was conducted by Gentile, Lynch and Walsh (2004) show that the more a person spends playing video games, the poorer is his performance in school. Computer gaming can also affect the health of the players. According to an online article entitled â€Å"the good and bad effects of video games† (2011), online gaming may also have bad effects on one’s health including obesity, video-induced seizures and postural, muscular and skeletal disorders such as tendonitis, nerve compression, and carpal tunnel syndrome. Conceptual Framework This study was based on a recent study conducted by Barlett, Anderson, and Swing (2009) and a study by the Raise Smart Kid organization which stated that there are confirmed positive and negative effects of computer gaming on studies of students who play the computer. Barlett, Anderson, and Swing stated that the â€Å"confirmed† negative effects of video games established by the research include aggressive thoughts and behavior, physiological arousal, and antisocial behavior On the other hand, Raise Smart Kid organization stated the good and bad effects of video games to. The article enumerated the positive effects of video games to children: following instructions, problem solving and logic, hand-eye coordination, fine motor and spatial skills, resource management and logistics, multitasking, quick thinking and making fast analysis and decision, inductive reasoning and hypothesis testing. Using the results of the study conducted by Barlett, Anderson, and Swing in 2009 and the study by the Raise Smart Kids Org as basis, this study aims to find out what effects do computer gaming have particularly on students of Business Administration of the College of the Immaculate Conception and enumerate both the positive and negative effects of the said activity on their studies and personal behavior.

Nutritional Facts Essays - Iron Metabolism, Dietary Supplements

Nutritional Facts Essays - Iron Metabolism, Dietary Supplements Nutritional Facts The first nutritional "fact" most Americans learn is that iron builds strong and healthy bodies.1 The beef lobby, cereal manufacturers, bread makers, and drug companies have bombarded the public with iron being the cure-all for fatigue and "iron-poor blood." People have been mislead by drug companies pushing iron supplements and by old-fashioned ideas about iron, the magical nutrient of strength. Even the cartoons of the past pushed iron as the secret ingredient in Popeye's spinach. Television advertisements used to urge people to "perk" up their "tired" blood with a liquid iron supplement called Geritol, but the Geritol ad was illegal. The Federal Trade Commission began an ineffective seventeen year battle with J.B. Williams Company, the original makers of Geritol, in 1959. In 1965, the company was ordered to stop airing its fraudulent ads. Americans saw the advertisements for six years before the stop order was given. By that time, there had been much damage to lots of people. The company continued to broadcast ads that stated that Geritol could make you feel better, improve your sex life, and marriage. Five out of eight of its new ads showed the transformation of a tired worn-out housewife into a "tigress." In 1970, the Justice Department filed a $1,000,000 suit against the J.B. Williams Company, charging that they did not stop their deceptive advertising as ordered by the Federal Trade Commission. In 1973 a judge gave J.B. Williams Company a total of $812,000 in fines. This was the largest ever for a Federal Trade Commission violation.2 Even today breakfast cereals are fortified with 25 - 200% of Federal Drug Administration's recommended daily intake of iron. Iron is also added to multivitamins, pastas, breads, and other processed food. Iron supplements are meant to prevent anemia, a condition in which blood is not able to carry the required amount of oxygen.3 Only two to six percent, mainly women and children, ever develop anemia. Human body contains about 2 to 5 grams of iron. Sixty to seventy-five percent of the iron is present in the form of hemoglobin. The center of the hemoglobin molecule is iron. Hemoglobin is found in the circulating red blood cells. Each red blood cell lasts about 120 days. Specialized scavenger cells in the liver, spleen, and bone marrow take up the old red blood cells and recycles the iron, fat, and protein. Iron is treated as "gold" by the blood. This careful recycling of iron means that our daily requirement of iron from food is quite small. The human body loses about 1 milligram of iron a day in the form of sweat, urine, and the natural sloughing of cells in the intestinal wall, hair, skin, and nails. Premenopausal women do not need more than one-half of a MacDonald's hamburger or a small bowl of Kellogg's corn flakes to prevent anemia. The iron stores are like water in a camel's hump. The human body can draw from them at any time. Most humans could live for long periods of time without iron from the diet. Premenopausal women, that lose 1.6 milligrams of iron per day, could last for three to seven months without depleting their iron stores of 200 - 300 milligrams of iron. Most men and postmenopausal women could go on without iron for two or more years. This assumes an average daily iron loss of one milligram and iron stores of at least 600 milligrams. The iron is transported and stored until needed. The extra amounts of iron are stored in the protein ferritin that is found inside the cells. In a normal person, the small intestines only absorb iron from food when the iron stores are low. If the body really becomes iron deficient, more iron is absorbed from food. As the body's stores of iron increase, the absorption of iron by the intestinal walls decreases.4 Some research shows that the intestinal cells do not have a way to decrease the percentage of meat iron absorbed from food when the iron stores are sufficient. The iron sneaks in because it is chemically attached to the heme in red meat. Only two to ten percent of the iron from fruits, vegetable, and grains is absorbed. Several studies show that vegetarians have lower iron stores

Exemplar Lesson Plan and rationale Essay Example

Exemplar Lesson Plan and rationale Essay Example Exemplar Lesson Plan and rationale Essay Exemplar Lesson Plan and rationale Essay Three objectives have been chosen connecting knowledge and awareness, with understanding and then extending into enhancement of personal resilience skills. This progression of knowledge to conceptual understanding and then skills development is constructivist in design (Piaget 1952) and also equips children with strategies to cope with loss as well as awareness of it, a key principle of effective loss education (Brown 2000, Stokes 2009, Winstons Wish 2011, Child Bereavement Charity 2011) They include awareness of feelings associated with the death of parent, which could be challenged as too sensitive for Y4 children, yet the reality is that many children are bereaved of a parent or experience similar emotions through separation and divorce by the time they are eight or nine (Childhood Bereavement Network 2009). The context here is softened by the use of fiction characters, allowing for empathy and transference of emotions (Brown 2000, Stokes 2009, Winstons Wish 2011, Child Bereavement Charity 2011) but this objective would be reconsidered if there was a child in this class who had been bereaved within the previous two years. In this situation I would consult with the child on the content and give the option of alternative work outside the classroom. Choice and involvement in planning for children who are affected by bereavement is critical to their coping success in these situations (Brown 2000, Stokes 2009, Winstons Wish 2011, Child Bereavement Charity 2011, Jigsaw4u 2011). In addition, Christs (2000) extensive research identified that children of the Y3-4 age range who are bereaved often want to talk about their situation and their lost parents.  The objectives are simple but require both imagination and some recognition of emotions/ feelings. These can be expected from Y4 pupils (DfES SEAL 2005, DfEE 1999, Antidote 2008) but individual class composition and stage of development would need to be a factor in the selection of objectives and in the differentiation of work (Kyriacou 2007, Pollard 2008). Curriculum Links The objectives and content link to the DfEE (1999) National Curriculum Non-statutory Guidelines for PSHE for Key Stage 2 which are currently in use in schools. These require children to communicate their own ideas and views, to use their imagination to identify with other peoples experiences and feelings and to now where support can be obtained for themselves or their family and friends. In addition it has drawn on the SEAL unit on Changes (DfES 2005) which identifies the need for coping strategies in times of life change such as parental loss. Content and Teaching and Learning Approaches  The content has been selected to meet the learning objectives (Kyriacou 2007). It involves interactive group storming of ideas to clarify the orphan status of the fiction character Harry Potter. However the storming in groups then feeding back to the class on all we know about Harry Potter is a way of briefing those children unaware of this character and his situation. The use of the word orphan (written on the board to assist visual recognition of the word and support visual learners (Kyriacou 2007) will focus attention on the main objective of the lesson and context for the following activities. The lesson then adopts a visual stimulus, (again supporting visual learners and introducing variety into the lesson input (Kyriacou 2007) showing an extract from the fist Harry Potter film when Harry is still of primary school age. This is done because this extract The Mirror of Erriseg deals directly with Harrys longing to know and meet his dead parents, something which the extract establishes is impossible. This, whilst sad, reflects the reality of the world the children live in and presents the truth rather than wish fulfilment, a factor which assists adjustment to real events in later life (Stokes 2004, Child Bereavement Charity 2011, Winstons Wish 2011. The development through question and answer addresses how and from whom Harry Potter gets help when he is feeling this sad or miserable moves the lesson onto the issue of strategies for support and also develops pace in the lesson (Kyriacou 2007).  The final activity asks children to draw around their own hand on paper and consider who they could go to if they are feeling sad or miserable. It is designed to help identify multiple support sources in their own life, and is both kinaesthetic in learning approach, developmental, in extending recognition of help and crucially takes the child from a fiction character to themselves all of which assist learning (Kyriacou 2007, Stokes 2004, Child Bereavement Charity 2011, Winstons Wish 2011). Careful supervision of this activity is needed, with those struggling to think of help sources supported by the teacher (who can at least add themselves to a finger on each of these hands (Stokes 2004, Child Bereavement Charity 2011, Winstons Wish 2011, Jigsaw4u 2011). The important point is that the children do have at least someone to turn to and thus should add a positive end to this lesson. Reference List Antidote (2008) The Emotional Literacy Handbook, London: Fulton  Child Bereavement Charity accessed at www.childbereavement.org.uk on 3/9/11  Brown, E. (2000) Loss, Change and Grief: An Educational Perspective, London: Fulton  This book provides a really practice and insightful guide to the support of children with bereavement needs in primary school. It addresses age related needs and responses and practical activities for teachers and support staff to use. It includes a detailed application of grief theory and offers advice on professional support outside school.  Childhood Bereavement Network National Childrens Bureau (2009) Key Findings from new CBN and NCB research in bereaved children, London: CBN/NCB

Code of Proffessional Conduct Research Paper Example | Topics and Well Written Essays - 750 words

Code of Proffessional Conduct - Research Paper Example ents and future professionals in the accounting sector, it is therefore of utmost importance to understand these principals as well as their role in informing professional accounting and ethical organisational behaviour. The first guiding principle of the CPC as adopted by AICPA is the responsibilities principal which requires members to professionally sensitive and exercise moral judgements. Since professional accounts have a very essential role to play in society it is their responsibility to ensure public confidence in their work and promote the profession’s goal of governing itself. The public interest principle on the other hand places on professional accountants the obligation of putting the interest of the public at the forefront in all their actions. All stake holders including the customers, government, businesses investors and others heavily depend on work of accountants and as such they must win the trust of the public through highest standards of professionalism (AICPA, 2015). The third principle is integrity and whose goal is to ensure professional accountants discharge their duties in a manner that is rightfully just. They should be honest and adhere to highest levels of confidentiality while handling clients and ensure their personal gain does not subordinate service and the pursuit for public trust. The principle of objectivity and independence requires member to remain objective & independent in performing their duties and avoid conflicts of interests at all costs. Professional accountants are also guided by the principle of due care requiring them to consider professional, ethical and technical standards. They are expected to consistently to strive and improve their levels of competence, service quality and execute responsibility vested on them to the optimum of their ability. Finally there is the principle of scope and nature of services. It expects all professionals service the public in their practice to adhere to guidelines as per the CPC

A Narrative History (Brief Eighth Edition) Questions about chapter Assignment

A Narrative History (Brief Eighth Edition) Questions about chapter 18-23. George Brown Tindall - Assignment Example This reduced the ability of the confederate to survive. Obstacles that hindered the provision of equal citizenship for freed African Americans The death of Abraham Lincoln was a major setback to the provision of equal citizenship opportunities to the freed African Americans; this was also compounded by the tendency of the Southerners to restrict citizenship to only the white population. The newly elected president Andrew Johnson also did not show any interest in granting the freed African American equal opportunities of citizenships. Reconstruction Amendments and their purposes Various amendments were implemented in America in order to reconstruct the various sectors that were affected by the civil war for instance: The thirteenth amendment which was meant to eradicate slavery. The fourteenth amendment was also implemented to facilitate the effective implementation of then Civil Act Rights of 1866. Consequently, the third amendment is the Fifteenth amendment which was formulated with an objective of granting the African American the right to participate in voting activities. Reconstruction Plans by Abraham Lincoln, Andrew Johnson and Congressional Reconstruction President Lincoln before his death had plans to incorporate the southerners in to the Union whereby 10% of the voting populace from the respective states which had participated in the previous elections of 1860 would take an oath of Loyalty to the Union and accept eradication of Slavery. Andrew Johnson on the other hand, demanded that 50% of the voting populace from each state that had participated in the last election would swear an allegiance to the Union and would formulate a constitution that would adopt the Thirteenth Amendment. Consequently, the Congressional Reconstruction had plans with specific stipulations that posited that; voters from the individual state would swear loyalty to the Union followed by a formulation of a constitution in each state in accordance to the demands of the Congress. T he congress also planned each officer of the confederate write a letter of pardon which they would review and accept the requirements of the 13th, 14th and the 15th amendments. Industries that formed the basis of the Economy of the New South After the civil war, the economy of the New South was supported by various industries such as; textile industries, steel and Agriculture which provided employment to over 70% of the populace in the South. Reasons why the blacks were disenfranchised in the 1890’s and how it was accomplished The major reason why the Blacks were disenfranchised in the 1890’s was due racial hatred that existed between races; it was done through arbitrary registration activities, conducting literary tests, lynching, mob killing as well as poll taxes. Differences in philosophy of Booker T. Washington and W.E.B Du Bois According to Booker T, the African American would only be granted their full citizenship through their hard word and education a proof to the whites of the patience and faithfulness in conducting their duties. Du Bois on the other hand, opposed Booker T and posited that the latter’s ideology would only perpetuate the sufferings of the blacks from the hands of the whites hence campaigned for political acts and the promotion of