Natural, Herbal, and Vitamin Supplements Research Paper

Natural, Herbal, and Vitamin Supplements - Research Paper Example Each day, online sites are flooded with people looking for every kind of health-related information. Their searches range from information pertaining to remedies for health problems to preventive health care. In order to market their supplements, companies through the media place a wide range of advertisements that are enticing to consumers (Vaskovarzic 1). Each site gives the impression that their product is the ultimate solution to health problems. Given that consumers are desperate for solutions, they are usually easily convinced to purchase these supplements. Sometimes, reviews from people who give testimonies on how some of the supplements are effective to increase people’s urge to purchase. Media has also contributed a lot towards creating an image that is at times deceiving to people (123HelpMe 1). Online photos show pictures of flawless people especially celebrities. In some circumstances, media will highlight specific supplements that these celebrities use to acquire the perfect look. The fact that everyone wants to look good becomes a triggering factor for online shopping for supplements based on judgment from online images. Media has created awareness about the existence of various supplements. If it were not for the media, people would be less knowledgeable. In addition to this, issues such as availability and price have been made possible through the media. From anywhere in the world, people can compare and eventually purchase every kind of supplement they want. The process of placing an order is easy (Teichner and Lesko 1). This convenience encourages online shopping (Teichner and Lesko 1). Moreover, through television talks and interviews, media plays a role in publicizing supplements.  Media is so powerful that it can either help or harm people. In everyday life, people are in connection with media through television, radio and the internet hence accessibility to information. Through the influence of magazine pictorials and television commercials, people are negatively affected. When media is abused, it influences people unconsciously to attempt things that are harmful to their health. Media ofte n presents the picture of a perfect body with the aim of getting attention and in the long run marketing certain products. When people fail to acquire the perfect body after consuming particular supplements, they go for alternative supplements. This process increases dependency on particular products hence creating emotional conflicts in most cases.

Colonial America & American Art Research Paper Example | Topics and Well Written Essays - 2500 words

Colonial America & American Art - Research Paper Example What is most striking is their approach to social, economic and political inequality, a theme that has run deep throughout American history, and continues to do so today. Zinn begins his account of American history, predictably, with the first expeditions of Columbus to the New World. Some pages later, the author gives a clear excursus on his approach to and conception of history, and his view on the role of the historian. Zinn explains that he has rejected history which involves a grand narrative of political events, of war and of conquest; in short, he has rejected the history of the nation. He quotes Kissinger’s assertion that ‘History is the memory of the State’ in order to reject it (19). Kissinger, by contrast, was most interested in a model of history based on the nation-state, and relations between nation-states. He penned several works on theories of power relations, and on the history of European state relations in the 19th century. Zinn suggests a diffe rent approach – an attempt to view history from the perspective of ‘the people’: ‘the story of the discovery of America from the viewpoint from the viewpoint of the Arawaks, of the Constitution from the standpoint of the slaves, of Andrew Jackson as seen by the Cherokees’, and so forth (10). ... This is in contrast to the more conventional view of history taken by Craven. Craven’s book is essentially a catalogue of the styles and trends in art and architecture which have developed and flourished at different stages in American history. The historical summaries given at the beginning of each major section (i.e. Colonial America, Federal America etc.) are essentially a narrative of high political developments. The historical introduction given to the Federal period is a particularly good example. Having mentioned that the newly-independent colonies were troubled by their squabbling Congress, Craven goes on to emphasize that America was ‘also the home of a large number of exceptional men – George Washington, Thomas Jefferson, John Adams, James Madison, Benjamin Franklin, and Alexander Hamilton, to mention but a few’ (110). This presentation of the ‘great men’ view of history, explored in some detail by the great 19th century historian and essayist Thomas Carlyle, could not be more different from the presentation of the so-called ‘Founding Fathers’ in Zinn’s account. In a chapter entitled ‘Tyranny is Tyranny’, in which he charts the beginnings of the American Revolution, Zinn interprets events in a framework which could easily be called Marxist (59). He sees the events leading to the War of Independence as a struggle between the working class and a landowning, wealthy class for control of political power in the nascent country. The initial skirmishes may have been the work of commoners, but, as Zinn sees it, ‘certain important people in the English colonies’ the seized control of the convulsions (59). By creating a

Minor injury and Illness Assessment in the Community

Minor injury and Illness Assessment in the Community Rebecca Bastow In the following assignment I am going to analyse and evaluate a case of Acute Otitis Media shown in appendix one, by discussing the pathophysiology behind this condition and how important the role of history-taking is as well as, the clinical presentation and the probable examination findings. To further support my findings of the condition I am going to including the special tests that are needed to confirm my diagnosis. Through the utilisation of appropriate evidence, I am going to justify and formulate my treatment plan and referral pathway, taking into consideration the ethical, medico-legal and professional responsibilities relating to the case. Acute otitis media (AOM) can be referred to as the presence of inflammation in the middle ear with possible effusion, its associated signs and symptoms are rapid in onset (Munir and Clarke, 2013, p. 27). It is evidenced that more than seventy-five percent of cases commonly affects young children under the age of ten, particularly those who are effected by passive smoking, attend nursery and are formula-fed. It is said to have a greater prevalence in males than females (Edwards and Stillman, 2006, p. 129 -137). Consequently, children have a horizontal, less acute angle and shorter Eustachian tube which makes it easier for bacterial enter and more difficult for fluid to move. However, normally it is collapsed but opens with swallowing and positive pressure (Nair and Peate, 2013, p. 565 -566). The recurrence of this infection can cause serious complications such as hearing loss, tympanic membrane perforation, infrequently it can lead to mastoiditis, facial nerve paralysis, sinus thrombo sis, and meningitis (Kivi and Yu, 2016). The presentation in adults and older children is usually reported as earache whereas, young children they may rub and pull on their ear or may present generic symptoms such as fever, continual crying, poor feeding, cough and restlessness at night. Signs and symptoms that are common in AOM consist of red, cloudy or bulging tympanic membrane, pain, pyrexia, headache, tinnitus, nausea and vomiting, reduction in hearing, malaise and otalgia (National Institute for Health and Care Excellence, 2015). Eustachian tube is situated at the anterior wall of the middle ear to the lateral wall of the nasopharynx and therefore, anatomically connects to the throat and palatine tonsil. Thus, allowing the infection to effect anything that is located in the connected pathways. AOM is a common condition that can be triggered by upper respiratory tract infections (twenty-five percent) either via bacteria or viruses (Nair and Peate, 2015, p. 157). Commonly, it is a virus that is responsible for the infection and is usually self-limiting. Although, other inflammatory conditions can have similar outcomes. Inflammation of the nasopharynx can spread up to the medial end of the Eustachian tube, forming stasis which in turn changes the pressure in the middle ear, relative to ambient pressure (Johnson and Hill-Smith, 2012, p. 34 -35). This level of stasis can result in bacteria settling in the space of the middle ear via the straight pathway from the nasopharynx (Nair and Peate, 2013, p. 565 -566). The prominent causes are reflux, blowing something into a body cavity or aspiration. The bodys natural reaction to acute inflammatory responses is recognised as vasodilation, leukocyte invasion, exudation, phagocytosis and local immunological responses in the middle ear (Nair and Peate, 2015, p. 157). It is said that viral based infections that target and harm mucosal linings of the respiratory tract may assistance bacterias ability to become pathogenic in the nasopharynx, Eustachian tube and the middle ear cleft. Viral infections have been understood in regard to its part in the pathogenesis of AOM yet, it is still not understood what actual role they play (Waseem, M, 2016). Immunology activity can play a vital role in the occurrence of AOM and its results. The nasopharynx also has an important role in the development of AOM, its lymphoid tissues provide a form of protection against pathogens by obstructing their attachment to surfaces of the mucosa (National Institute for Health and Care Excellence, 2015). There are numerous medico-legal considerations to bear in mind in Annas case due to her only being sixteen years of age (appendix one). The fundamental issue is whether she has mental capacity, it is an act designed to protect those who may lack the mental capacity to make their own decisions on their care and treatment. Which applies to individuals aged sixteen and over (NHS Choices, 2015). Individuals have to be given help to make a decision themselves and the information should be in a format that they can understand easily. If someone makes what is believed to be an unwise decision, they should not be treated as lacking capacity. Treatment and care given to those who lack capacity should be the least restrictive of their rights and freedoms (GOV UK, 2005). Mental capacity is determined by if there is an impairment, disturbance in the function of their mind or brain, as a result of a condition, illness or other external influences. And by whether theses consequently make the indiv idual unable to make specific decisions when they have to. Individuals may lack capacity to make specific decisions but have the capacity to make others (Quality Care Commission, 2016). It can also fluctuate with time, they may lack capacity at one point in time, but may be able to make the same decision at a later point. To be deemed to have mental capacity they must, understand the information pertinent to the decision, retain the information and use the information in the process of making that decision (NHS Choices, 2015). The capacity to consent to treatment has a controversial stance in under sixteen year olds. However, Gillick competence expresses that any child under the age of sixteen can consent, if they have sufficient understanding and intelligence to be capable of making a decision when required (Ministry of Ethics, 2014). This refers to the assessment undertaken by doctors to establish if a child under sixteen is deemed to have to capacity to consent for treatment in the absence of parental or guardian consent. The routine assessment of competence should be suitable for the childs age (NHS Choices, 2016). It could be argued, what is deemed to have sufficient for understanding and intelligence. In Annas case this does not directly apply because she is over that age nonetheless, the transferability is feasible. Children sixteen and over are deemed to have capacity by law and can consent or refuse treatment. If a child sixteen or over is believed to lack capacity, an assessment of capacity to consent needs to be carried out and documented (Quality Care Commission, 2016). Once valid consent to treatment has been attained it should be recorded as evidence, valid consent is where the medical professional has given the child, parents or both the applicable information about the purpose of treatment, as well as risks and possible alternatives (Department of Health, 2009). It is still good practice to provide parents with information however, consent needs to be sought from the child and the extent of information shared should be deliberated (Quality Care Commission, 2016). In regard to safeguarding concerns, information can be shared with parents without consent. Decisions made in the best interest for the individual, regarding care and treatment can be made anyone involved in caring for them, re latives, friends, and any attorney appointed (NHS Choices, 2016). As soon as I had consent from Anna or both Anna and her parents I would take a detailed history from her such as, when the pain started, pain score, characteristics of the pain, whether it is radiating anywhere, any allergies, medical conditions, current medication and social factors (appendix one). A thorough history is critical as it helps establish; potential treatment plans, possible safety netting features, rules out red flags or differential diagnosis (appendix two) which are all grounded on the findings from the physical assessment and special tests (Kavanagh, S, 2015). From observation, examination and palpation; it was recognised that her tonsils red and swollen, her head was inclined to right but was walking normally, otoscopy reviled that the tympanic membrane was cloudy and bulging slightly and her palatine and pre-auricle lymph nodes appeared tender (Douglas et al, 2013, p. 297 -314). The baseline observations showed that she had no significant temperature and all others observations were with normal parameters (appendix one). To support my diagnosis and exclude potential red flags indefinitely I would carry out some special auditory tests. The first type of hearing loss is conductive; this is a problem conducting sound waves along the path of the ear. It can occur anywhere from the outer ear, middle ear or, tympanic membrane (Munir and Clarke, 2013, p. 11). Sensorineural is the other type of hearing loss, in which the cause is situated in the inner ear, the cochlea or in the vestibulocochlear nerve (cranial nerve VIII), (Munir and Clarke, 2013, p. 11). A simple test to establish the level of hearing loss is the Voice test. By observing and engaging in conversation with the patient it is easy to recognise if you need to raise your voice to be heard clearly. A whisper test would help you gain greater perception of their hearing loss (Munir and Clarke, 2013, p. 13). A more complex and effective test that is greatly used is the Tuning fork test (Burkey et al, 1998). Within this there is two further tests, the first is called the Weber test (appendix three). This is where the tuning fork is hit on a surface to make it vibrate, then the base is placed on the middle of the patients forehead and then ask the patient where they hear this sound. It is normal for the patient to hear it in both ears except those with conductive hearing loss or unilateral sensorineural hearing loss, then it is better heard in one ear (Douglas et al, 2013, p. 303). The Rinnes test (appendix three) should conclude that the sound was louder beside the external aud itory meatus than on the mastoid process this is because air conduction is greater than bone (Rinnes positive), (Munir and Clarke, 2013, p. 13). This test is conducted by placing the vibrating fork on the mastoid process and then the patient reports when they can no longer hear it. The fork is then placed approximately two centimeters away from the external auditory meatus and asked if they can hear it, the patient then reports when they can no longer hear anything (Douglas et al, 2013, p. 303). However, if the patient informs you that the sound is louder on the mastoid process this means bone is the better conductor of sound (Rinnes negative) and applies to conductive deafness (Munir and Clarke, 2013, p. 13). A false negative Rinnes test can occur when hearing is very poor in one side, when the fork is placed on the mastoid process of the poor ear the sound can be conducted through the skull and projected to the good ear (Douglas et al, 2013, p. 303). To manage people with initial presentations of AOM paracetamol or a nonsteroidal anti-inflammatory drugs for instance, ibuprofen is used to treat pain and fever. It is evidenced that both of them are effective in relieving pain in children with AOM, and have few adverse effects when the suggested doses are used (Nair and Peate, 2015, p. 157). For the majority of people with AOM a non-antibiotic method is used, this is where they assure patients that antibiotics are not needed and that they make little difference to symptoms. Antibiotics may also have adverse effects and contribute to antibiotic resistance (Munir and Clarke, 2013, p. 23). A delayed antibiotic prescribing strategy could also be utilised, where they advise patients to commence antibiotics if within four days their symptoms do not improve or if they get substantially worse (Johnson and Hill-Smith, 2012, p. 34 -35). Immediate antibiotics should be given to people that have AOM and are; systemically unwell but admission is not needed, at the risk of complications due to existing diseases, those whose symptoms have continued for four or more days and not getting better, children under the age of two with infection in both ears and children with discharge in the canal or tympanic perforation (National Institute for Health and Care Excellence, 2015). A five-day co urse of amoxicillin is the first-line of treatment if antibiotics are required. Whereas, people that are allergic to penicillin have erythromycin or clarithromycin as alternatives (Munir and Clarke, 2013, p. 23). Amoxicillin is shown to be more effective than erythromycin or clarithromycin against the probable pathogens involved in AOM (National Institute for Health and Care Excellence, 2015). A Cochrane systematic review showed that was no respectable evidence for the routine use of antibiotics in the treatment of AOM in children (Venekamp et al, 2013). Although antibiotics showed to have a statistically significant decrease of children experiencing pain with AOM between day two and seven compared the placebo, eighty-two percent of the childrens symptoms spontaneously improved. It was concluded that the benefits and potential harms of antibiotic treatment must be evaluated, taking into account adverse effects and the possibility of resistance (Venekamp et al, 2013). However, the evidence exposed that they were the most effective against children under two with bilateral AOM, or with both discharge and AOM regardless of age. For the majority of children with mild AOM, an observational method seems acceptable (Venekamp et al, 2013). Another systematic review of the treatment of AOM in children found that compared with short course antibiotics, long courses reduced short-ter m treatment failure, but had no advantages in the longer term in comparison with short courses (Kozyrskyj et al, 2015). Consequently, to manage and treat Annas AOM I would treat her pain with paracetamol or ibuprofen taking into consideration of any allergies and her asthma. I would establish if she has taken ibuprofen before and whether there were any problems. The evidence above shows this condition to be self-limiting and that antibiotics have no significant effect in this condition. It is shown that the public have the most contact with the NHS via general practices, NHS England estimated that approximately one million people access their general practice each day (Comptroller and Auditor General, 2015). The number of direct and telephone contact with patients grew (15.4 percent) throughout all clinical staff in general practices between 2010 and 2015. During that period, the average patient list expanded by ten percent (Baird et al. 2016). It is evident that the non-emergency services like these are being sought by those with conditions that are not serious or life threatening. NHS Direct received roughly 4.4 million calls in 2011 and 2012, 2.7 million calls were made between 2012 and 2013 to NHS 111 and in 2007 and 2008, around 8.6 million calls were received by the GP out-of-hours services (National Institute for Health and Care Excellence. 2014). In Annas case of AOM it is evident that she is asymptomatic, the spread of infection has clearly tracked down from the nasopharynx, Eustachian tube, throat, tonsils to the palatine and pre-auricle lymph nodes. It directly corresponds with the physical assessment and the initial history of the conditions presentation therefore, ruling out a differential diagnosis. The no antibiotic framework above is evidently effective, I have concluded that an analgesic (paracetamol) or nonsteroidal anti-inflammatory (ibuprofen) approach would be adapted and advised to manage Annas pain. This also demonstrates the importance of history taking as Anna has only had these symptoms for two days, indicating that this treatment is the most appropriate. It is apparent that Anna does not require hospitalisation so I would need to leave her with the appropriate safety netting in place. Thus, if she was at home or at school when the incident occurred and her parents or teacher were present and content with mo nitoring her, I would leave the same advice as shown above. I would also advice Anna to go and see her GP if her symptoms worsen or persist for four or more days. It is documented that general practices are well-versed in the management of these non-urgent conditions if they develop or worsen. Similarly, it is evidence that the public are aware of which service to pursue if they experience any similar acute conditions. These actions would only be taken once the red flags were ruled out through the tests and assessments conducted above. In summary acute otitis media is usually a self-limiting condition that resolves by itself without the input of antibiotics subsequently, it is likely that Anna will not need any further involvement form any other healthcare professional. References (2017). Differential Diagnosis. Available: https://online.epocrates.com/diseases/3935/Otitis-media/Differential-Diagnosis. Last accessed 25-01-17. Baird, B., Charles. A., Honeyman. M., Maguire, D. and Das, P. (2016). Understanding pressures in general practice. Available: https://www.kingsfund.org.uk/sites/files/kf/field/field_publication_file/Understanding-GP-pressures-Kings-Fund-May-2016.pdf. Last accessed 25-01-17. Burkey, J, Lippy, W, Schuring, A and Rizer, F. (1998). Clinical Utility of the 512-Hz Rinne Tuning Fork Test. Available: https://www.mm3admin.co.za/documents/docmanager/6e64f7e1-715e-4fd6-8315-424683839664/00023361.pdf. Last accessed 17-01-17. Comptroller and Auditor General. (2015). Department of Health and NHS England: Stocktake of access to general practice in England. Available: https://www.cqc.org.uk/sites/default/files/20151008%20Brief%20guide%20-%20Capacity%20and%20consent%20in%20under%2018s%20FINAL.pdf. Last accessed 27-01-17. Department of Health. (2009). Reference guide to consent. Available: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/138296/dh_103653__1_.pdf. Last accessed 23-01-17. Douglas, G., Nicol, F and Robertson, C (2013). Macleods Clinical Examination. 13th ed. Edinburgh: Elvsevier. P. 297 -308. Edwards, C and Stillman, P (2006). Minor Illness or Major Disease? The clinical pharmacist in the community. 4th ed. London: Pharmaceutical Press. p. 129 -137. GOV UK. (2005). Mental Capacity Act 2005. Available: http://www.legislation.gov.uk/ukpga/2005/9/pdfs/ukpga_20050009_en.pdf. Last accessed 28-01-17. Johnson, G and Hill-Smith, I (2012). The Minor Illness Manual. 4th ed. London: Radcliffe Publishing Ltd. p. 25 -41. Kavanagh, S. (2015). History Taking. Available: http://patient.info/doctor/history-taking. Last accessed 28-01-17. Kivi, R and Yu, W. (2016). Acute Otitis Media. Available: http://www.healthline.com/health/ear-infection-acute. Last accessed 19-01-17. Kozyrskyj, A., Klassen, T., Moffatt, M and Harvey, K. (2015). Short-course antibiotics for acute otitis media. Available: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD001095.pub2/full. Last accessed 29-01-17. Ministry of Ethics. (2014). Common Law: Gillick V West Norfolk AND Wisbech Area Health Authority 1984-5. Available: http://www.ministryofethics.co.uk/index.php?p=7q=2. Last accessed 20-01-17. Munir, N and Clarke, R (2013). Ear, Nose and Throat at a Glance. Oxford: Wiley Blackwell Publishing Ltd. p. 22 -27. Nair, M and Peate, I (2013). Fundermentals of Applied Pathophysiology: An essential guide for nursing and healthcare students. 2nd ed. Oxford: Wiley Blackwell. p. 565 -566. Nair, M and Peate, I (2015). Pathophysiology for Nurses at a Glance. Oxford: Wiley Blackwell Publishing Ltd. p.155 -157. National Institute for Health and Care Excellence. (2014). NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE SCOPE: Service delivery and organisation for acute medical emergencies. Available: https://www.nice.org.uk/guidance/gid-cgwave0734/resources/acute-medical-emergencies-in-adults-and-young-people-service-guidance-final-scope2. Last accessed 18-01-17. National Institute for Health and Care Excellence. (2015). Otitis media acute: Scenario: Acute otitis media initial presentation. Available: https://cks.nice.org.uk/otitis-media-acute#!scenario. Last accessed 20-01-17. National Institute for Health and Care Excellence. (2015). Otitis media acute Summary. Available: https://cks.nice.org.uk/otitis-media-acute#!topicsummary. Last accessed 20-01-17. NHS Choices. (2015). What is the Mental Capacity Act? . Available: http://www.nhs.uk/Conditions/social-care-and-support-guide/Pages/mental-capacity.aspx. Last accessed 30-01-17. NHS Choices. (2016). Consent to treatment Children and young people . Available: http://www.nhs.uk/Conditions/Consent-to-treatment/Pages/Children-under-16.aspx. Last accessed 21-01-17. Quality Care Commission. (2016). Brief guide: capacity and competence in under 18s. Available: https://www.cqc.org.uk/sites/default/files/20151008%20Brief%20guide%20-%20Capacity%20and%20consent%20in%20under%2018s%20FINAL.pdf. Last accessed 20-01-17. Venekamp, RP., Sanders, S., Glasziou, PP., Del Mar, CB and Rovers, MM. (2013). Antibiotics for acute otitis media in children (Review). Available: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD000219.pub3/pdf. Last accessed 18-01-17. Waseem, M. (2016). Acute Otitis: Pathophysiology. Available: http://emedicine.medscape.com/article/994656-overview. Last accessed 25-01-17. Appendix 1 Patient: 16-year-old woman called Anna PC: Pain in right ear HPC: Anna has had pain in her throat and right ear for the last two days and describes feeling under the weather. SOCRATES- Site Pain in throat and right ear. Onset last 2 days. Character- sharp pain in ear throat feels scratchy. Radiation some radiation down towards neck. Associated symptoms No systemic signs. Ear feels full and patient describes difficulty hearing. Timing constant. Exacerbating/Relieving factors- none. Severity- 4/10 PMH: Mild asthma, brought on by exertion. Anna had a number of ear infections when she was younger but hasnt had any for at least two years. DH: Salbutamol PRN Allergies: Elastoplast- Contact dermatitis Alcohol/Smoking: Anna reports drinking occasionally with her friends but does not smoke. Occ H: Student SH: Lives at home with her parents and younger brother (12). O/E: OBS: T: 37.2C, P: 85 reg, RR: 12, BP: 110/75, SpO2: 98% room air Walking normally, with head inclined to the right. Examination of the external ear is normal; palatine and pre-auricle lymph nodes tender; tonsils red and swollen; tympanic membrane cloudy and bulging slightly. In analyse and evaluate the case by discussing the pathophysiology of the condition and how this relates to the history-taking, clinical presentation and likely examination findings, including any special tests that may be required to diagnose the condition. You should then formulate a treatment plan and referral decision justified by critical analysis, taking the ethical, medico-legal and professional responsibilities of the case into account. Appendix 2 Differential Diagnosis of Otitis media Disease/Condition Differentiating Signs/Symptoms Differentiating Tests Otitis media with effusion Typically, the middle ear effusion is asymptomatic. On otoscopy these patients have an effusion of any color, air fluid levels, or bubbles with normal tympanic membrane landmarks. Myringitis These patients may have no symptoms attributable to the middle ear. On otoscopy there is erythema and injection of the tympanic membrane in the neutral position without other features of otitis media Mastoiditis There is edema, erythema, and tenderness over the mastoid process. Diagnosis is clinical based on history and examination. A CT scan may be warranted if symptoms are severe (to exclude abscess formation) or if the diagnosis is uncertain. Cholesteatoma Patients may present with painless otorrhea and hearing loss. Opacification of the tympanic membrane may lead to a misdiagnosis of AOM. Diagnosis is based on the history and clinical findings. Imaging is rarely necessary. (2017). Differential Diagnosis. Available: https://online.epocrates.com/diseases/3935/Otitis-media/Differential-Diagnosis. Last accessed 25-01-17. Appendix 3 Special Auditory Tests (2015). Rinne-Weber. Available: http://wikige.wikia.com/wiki/Rinne-Weber. Last accessed 25-01-17.

Ford Motor Company :: GCSE Business Marketing Coursework

Ford Company Our Hiring ProcessUnderstanding How We HireIf you’re passionate about a career with Ford Motor Company, you want to understand how and why we choose people to join our team. Our hiring decisions are based on an objective evaluation of your skills, experiences and competencies. What are we looking for? What should you expect? Here is a brief explanation of our process. A Two-Step ProcessHiring at Ford Motor Company is a two-step process designed to be quick, thorough and personal. The first phase is Initial Recruiting, which may involve a face-to-face meeting with a Ford recruiter. Its purpose is to review and assess your credentials, experience and background.The second phase is a more in-depth interaction with Ford Motor Company at a Leadership Conference. Conferences are weekend events at a Ford facility. If you’re invited to one of these weekends, you’ll know you’ve made the first cut. Then, based on your performance during the weekend, Ford managers will make a hiring decision. Read on to learn more about the two phases in the hiring process. Initial RecruitingInitial recruiting begins when you meet us--for example, as you explore this site. You can see if our working environment fits your style, find out about career programs and open positions, and read about who we are and what it’s like to work here.If you decide you’d like to join us, you answer an online questionnaire about your skills, experience and background. If this Web-based personal assessment shows you have what we’re looking for, we can invite you to a leadership conference.Some people meet us when we recruit on campus or at a career fair, and in some cases we conduct an interview instead of using our Web-based assessment.If y ou’re invited to a leadership conference, you’ll get on line to schedule your attendance. If you haven’t received an invitation, we continue to consider you for openings unless we notify you otherwise. Please log in frequently to see any new information on your personal page.Leadership ConferenceThe leadership conference is an expenses-paid weekend at a Ford Motor Company facility. This can be a big event, with dozens of guests like you meeting and interacting with Ford people. Our recruiters, managers and other employees will guide you through a series of activities to help you learn whether a Ford career is for you. The conference is an opportunity for both you and us to evaluate each other in depth.

Core Beliefs of the Puritans Essay

Core Beliefs of the Puritans Have you ever rebelled against the house rules dictated by your parents? In the 1600’s, a group of religious citizens discontent with the Anglican Church of England, did exactly that- rebelled. The Puritans contended that King James had created a religion of political struggles and doctrines. Puritans, such as John Calvin and John Winthrop, wrote about the concept of escaping persecution from the Anglican Church and reforming religion, morals, and society. The Puritans fled to start anew and created colonies in North America, including Plymouth and Massachusetts Bay. The driving forces of reform were numerous pieces of literature. The Puritan beliefs consisted mainly of five principles: Total Depravity, the Devil and sins, Predestination, God’s true law, and moral development, resulting in a government and religious-based way of life that has impacted present day America. Inevitably, religion being intertwined with society raises fears. Pertaining to the Puritans, fear led to the ultimate dissipation of the colonies. On of the main fears that the Puritan’s believed in was that the devil was behind every evil deed in the world. The puritans also believed that the devil and Satan surrounded Native Americans and nature. Steering away from the acts of the devil led to extreme measures. Scriptures, read as sermons by Puritan ministers, warned citizens about the dangers of life. The sermons were repeatedly given and fear was strategically woven in. The constant warnings were due to the belief that every person is born sinful, also known as Total Depravity. The notion of Total Depravity led to the belief of creating yourself benevolent. Spurred by the desire to rectify Total Deprivation, the Puritans created their core beliefs of religion. The Puritans believed in the study of God’s True Law, the Bible. According to the Puritans, the Bible and God paved a plan for living. In this God-centered system, church was the place where all problems and issues were raised and resolved. While citizens with property could speak at the meetings, restriction for only church authorities to vote was allowed. Total Depravity produced the ideology of Predestination. Predestination was the notion that God saves those that he wants. Puritans believed that God had control over who would be in heaven or hell and the Puritans had no control of knowing. Thus, Puritans thought that holy behavior led to salvation. The English Literatures of America reiterated, â€Å"Sanctification is evidence of salvation, but does not cause it† (434), meaning that belief in Jesus does not secure you from Gods predestination for you. The Puritans began making rules to follow to go to heaven. In order to ensure salvation, the Puritans believed that every citizen needed to follow strict rules that were religiously motivated. Moral development was a Puritan belief that started in childhood. To repel the devil, children were to be taught of the dangers of the world, and education was vital to purify society. Drama, erotic poetry, and religious music were banned in Puritan culture. Drama and erotic poetry generated mortality and music distracted Puritans from listening to the words of God. Other moral regulations included the requirement of going to church, reading the bible, and adhering to the covenant of unity and order that create a spiritual community. The strict following of God in society and government eventually led to the ultimate downfall of the Puritans. Although there were approximately 100,000 Puritans in 1700, Puritan efforts to create an exclusive religion caused the growth of other colonies created by challengers that banned from Puritanism. These new groups teamed the Puritans beliefs of Total Depravity, the devil and sins, God’s True Laws, and moral development â€Å"crazy† and it changed America’s though about the relationship between religion and government. The First Amendment states, â€Å"Federal government cannot establish an official religion or interfere with a persons right to practice a religion†. Otherwise known as separation of religion and government. However, Puritans did affect the present day beneficially by maintaining a stable economy, education, and moral characteristics, The desire to be considered â€Å"good†, believed by the Puritans, shaped the value of many citizens in the U.S. today.

I Need Help on My Research Paper on the Stroop Effect

Warped Words & The Stroop Effect Table of Content   My science project is on the Stroop Effect. Basically it’s an effect on the human brain; we become confused from the effect. For example if someone was to give you a paper with names of colors and the colors weren’t the same as the word.They told you to read it aloud; you are probably going to have a hard time reading the words because of the effect. John Ridley Stroop is the man who named a color-word task after him, he is a cognitive psychologist. He was showing that you could interfere with attention. Different learners are affected differently; there are visual, auditory, and tactile learners. Usually the visual learners don’t have as much trouble. In 1935 John said that if you test different genders separately, it won’t make a difference.He did four different tests; one was to read the words, tell him the color, read them clock-wise, and read them counter-clockwise. When Ridley tested he only teste d college students, he tested them their 1st, 2nd, 3rd, 4th, and before they graduated. Introduction John Ridley Stroop was the first to perform the cognitive task, the Stroop effect. The effect is a study on interference, which makes two signals in your brain go off at the same time. These signals are located in a part of the brain called the anterior cingulate.Anterior cingulate is a part of the brain that regulates blood pressure, reward anticipation, decision-making, empathy, and emotions. The task can affect people’s reading abilities, because the effect interferes with the urge to read the word and not the ink color. Behaviorism can be an example such as â€Å"classroom management†. For example a teacher states that she will reward the class for good behavior while there was a substitute, so she requests a party at the end of the week.This can be used for rewards and punishment, such as the teacher gets a bad report from the substitute and she punishes the class for their behavior (ex. States to the class that they have to write a two paragraph apology letter to the substitute). So called behaviorist feel that teachers can give positive and negative reinforcements (rewards or punishments), so that you can learn. The purpose of the Stroop effect is to seek what interferes with our brain and to see how our brain processes the things we do.

Development of the Individual Essay Example

Development of the Individual Essay Example Development of the Individual Essay Development of the Individual Essay For the purpose of privacy my case study child will be known as A throughout this assignment. I have gained permission from A’s parents and my work setting. A is a 7 year old female and is in Year 3, she attends her local mixed sex Primary school. A’s parents separated when A was about 3 years old, it was not an amicable separation although both parents are on better terms now. A lives with her Mother and older sister who is 12 years old. A has regular contact with her Father and goes to stay with him every other weekend and sometimes during school holidays too. According to Bronfenbrenners Ecological System (Doherty amp; Hughes, 2009) these changes were in A’s Microsystem, â€Å"the microsystem is our most immediate context, and for most children, is represented by their family and their home. † (Rank, 2009) Mother says A was not hugely affected by the divorce, however A’s Father has since remarried and has a baby girl who is one year old, this change in A’s Microsystem has affected her. A’s Mum has found her to be quite attention seeking since the arrival of A’s baby half-sister. Both I and the class teacher (CT) have observed A making up stories to her peers and staff in school that appear to be a way of gaining attention. When A was in Reception it was noticed by staff that she struggled to see and used to put her face quite close to the paper when writing, although this was mentioned to A’s Mum at the time, A did not start wearing glasses until she was in Year 1. Apart from this A has no other health problems and her physical development is normal and on track for a child of her age. According to National Curriculum assessment test results she is average in literacy and numeracy. A relies on the few close friends she has within the classroom quite a lot, she often gets upset if they do not sit with her in class, she prefers working with them to working alone. A is not a very confident child and she gains confidence from learning alongside them, this demonstrates Vgotsky’s Zone of Proximal Development theory where â€Å" Vygotsky views interaction with peers as an effective way of developing skills and strategies. † (McLeod, 2007) Despite a lack of confidence A is generally a happy child; she is kind to other children and is always polite and well mannered. From observations A tries hard in class although she does tend to daydream and this can impinge on her then carrying out a task if she has not listened to instructions properly. This viewpoint is supported by A’s Mother who has said A can sometimes be quite ‘dizzy’ at home and ‘in a world of her own’, she forgets things quite easily and has to be reminded quite a lot by her mum, Mother thinks this could be another way of getting her attention. Descriptions and Analysis of Evidence This case study will focus on the areas of social/emotional development and cognitive development. Its aim is to show that A is developing normally in these areas, observations (Appendices A1, A2, A3, A4 amp; A5) of A will be used which, when applied to child development theories, will provide evidence to support this. The method of observation used for this case study was narrative observations made within the classroom. Piaget’s cognitive development theory proposes that there four periods of cognitive development that are common to all children. These are the sensorimotor period, the pre-operational period, the concrete operational period and the formal operational period. According to Piaget A should be in the concrete operational period, which runs from age 7 – 11 years. In this period children ‘begin to think logically about events they experience and can order, evaluate and explain them’ (Doherty amp; Hughes, 2009, p 40). During one observation (A 1) A was completing an activity that involved putting a list of sentences in the correct order to make a set of instructions. A was able to do this accurately and with minimal assistance, this demonstrated that ‘children in the concrete operational period are able logically order objects’ (Doherty amp; Hughes, 2009, p 265). A was also observed (A3) using coordinates to locate places on a fictional map and then making her own map and writing up the coordinates of various places on it. This demonstrates an understanding of spatial reasoning which is another sign that she is in the concrete operational period. Within the concrete operational period Piaget states that a child is able to conserve number and liquid quantity at age 6-7 years and substance and length at age 7-8 years. ‘Conservation is the understanding that any quantity remains the same, despite any physical distortions’ (Walsh, 2011). Appendix 5 shows that when A was asked to perform a liquid conversion test and an object conversion test she was able to do both of these correctly, this again shows that A’s cognitive development is at a level that is expected for her age when compared with Piaget’s cognitive development theory. A flaw in Piaget’s theory is that it does not take into account the role of social interaction, ‘Piaget ignored the role of social interaction. It seems highly likely that children’s learning is strongly influenced by teaching from others. (Walsh, 2011) Piaget believed that development preceded learning; this is unlike Vygotsky who felt social learning preceded development. Vygotsky believed that â€Å"every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). † Vygotsky (cited in Lear ning Theories, 2012). Vygotsky’s theory encompassed three themes, the More Knowledgeable Other (MKO), the Zone of Proximal Development (ZPD) and social interaction. He believed that someone with greater subject knowledge or ability than the learner (MKO) could help the learner develop; the MKO would usually be a teacher or older adult but could also be a peer. The ZPD is, according to Vygotsky, the zone where learning takes place. It is the gap between what the learner can actually do independently and what they can potentially achieve with help from a teacher or with peer collaboration. To Vygotsky social interaction was hugely important and ‘it is through these interactions that children are able to acquire the important values and skills of a society. (Doherty amp; Hughes, 2009, P. 40) Observations of A (A 1 amp; 2) demonstrated that she acquired new knowledge with the help of others. When A was observed during a comprehension session (A 1) she worked together with her partner in order to answer the questions correctly. Peer collaboration, where two students work together to achieve a particular goal, is an important part of Vygotskyâ⠂¬â„¢s theory. When A was stuck on a particular question her partner looked back through the text with her and helped her find the correct answer. This shows that having a MKO helps a child’s development as without her partner A would have been unable to find the answer. In the Literacy lesson (A2) A was given a list of sentences to reorder into a correct set of instructions. From observations it appeared A struggled slightly at first, however the CT took time to go back over with A the work they had completed in previous lessons on instructions. CT then linked the previous work to the new task A was being asked to complete. A completed the task after this with no further assistance. The CT had identified A’s ZPD and had given her enough support to then enable A to complete the work independently. This also incorporated the ‘scaffolding’ approach, where prior knowledge is identified then a new concept is introduced and finally the new learning is connected to the prior knowledge. The observations demonstrate that A’s development within the classroom was aided by her social interactions with her peers as well as her CT. Without these interactions A would have been unable to fully complete the tasks she had been set. According to Erikson’s Social Learning Theory A is in psychosocial stage 4 which is known as Industry vs Inferiority. During this stage (which covers the ages of 5-11 years approximately) ‘through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. ’ (Cherry, 2012) Erikson believed that in this stage children are more willing to share and be reasonable; they want to work hard and do well at school. Peer groups begin to have greater significance and can have an impact on the child’s self-esteem and confidence. If children are praised and encouraged during this stage they can feel industrious and confident about their abilities. However if they are not encouraged they can feel inferior and doubt their abilities and therefore they may not reach their full potential. (McLeod, 2008) During an observation (A3) A was working with a group of 4 other children. They all worked well together, they shared ideas and cooperated with each other to complete the task. This agrees with Erikson’s theories that during this stage a child wants to do well and can share and be reasonable. At the end of the lesson the CT told A’s group to put their names up on the class reward chart for working so well together and completing the work to such a high standard. From observations it was apparent that this really pleased A, she cheered out loud and could be heard saying to another classmate how happy she was. This indicated that being given praise about her work really made A feel confident about her abilities. During a free play activity A was observed (A4) with 3 other classmates who are part of a friendship group with A, they were drawing pictures of their houses. During this activity one of the classmates said that A’s picture was not very good. A was upset by this and spoke to the CT about it; she told the CT that she was ‘rubbish’ at drawing anyway. After this A didn’t want to draw anymore and instead went and sat on her own and read a book. This observation shows that A’s peer group had an effect on her emotional wellbeing. The classmate had made A feel inferior about her work and this meant that she then doubted and lost confidence in her abilities. Bandura’s social learning theory proposes ‘that children learn by watching and imitating others. (Doherty amp; Hughes, 2009, P. 38) Observations of A demonstrate that A does copy what she observes her peers doing. During observation A4 A was watching two girls dancing, from what the CT has said the two girls are considered popular within the class and from other observations it has been noticed that A does try to make friends with them on a regula r basis. After the two girls had stopped dancing A approached them and started trying to dance exactly as they had. The two girls watched her and then clapped and said she had danced really well. After this A then danced in a similar way again. This shows that A’s social development is following Banduras theory, she has observed a behaviour and then she has reproduced it. Bandura states that there will be ‘a consequence that changes the probability the behaviour will be performed again (reinforcement and punishment). ’ (Doherty amp; Hughes, 2009, p. 39) A’s motivation for performing the dance was to win the approval of the two girls; she achieved this and therefore performed the dance again. This also links back to Erikson’s theory that peer groups play a more important role during this stage of a child’s life. The observations show that A’s social and emotional development is, as both Erikson’s and Bandura’s theories demonstrated, linked to the environment around her and the social interaction she has with people around her. How can the individual’s development and learning be extended? When compared to some child development theories the observations have shown that A’s cognitive and social development is in the normal range for her age. They have also shown however that there is room for A’s development and learning to be extended. For example, A’s confidence could be improved. The observations demonstrate that A becomes upset when she receives negative responses from her peers and teachers. A could be given praise for tasks she completes well to improve this. When A had her name put up on the classroom reward chart the observations show that A’s confidence was enriched. As these observations were all class based it is uncertain whether A has a reward system at home but it could be suggested to A’s Mother that it might benefit A to have one. Observations (A1 amp; A3) also appear to show that A has more confidence when she is working within a group; she seems to need the reinforcement of others. When A is working alone (A2) she is less confident in her abilities; this seems to be because she does not have the reassurance of others working with her. To build A’s confidence A could be praised more for her independent work than for her group work as ‘reinforcements through praise, demonstrations of approval and tangible rewards increase the frequency of desirable behaviour reoccurring. ’ (Doherty amp; Hughes, 2009, P. 06) It is useful to see that peer collaboration provides a good way for children to extend their learning, A worked well within a group especially when the group was of mixed abilities (A3). It is important to remember that sometimes, such as Vygotsky’s MKO theory shows, children can peer tutor those less able than them with great effect. The observations of A were all carried out wit h the classroom, this does mean there are certain limitations to the findings about A’s development. In order to get a more rounded picture of A’s development observations within the home would also be necessary. Bronfenbrenner’s ecological systems theory places high significance on the environment with which a child interacts, it recognises that how a child lives and is bought up are important influences on how a child develops. ‘Development should be studied in the home, schools and community where children live. ’ (Bronfenbrenner, 1979 cited in Doherty amp; Hughes, 2009, P. 43) There are many different child development theories and this case study has shown that the development of a child cannot be measured against one theory alone. All of the theorists that have been used as examples within this assignment each take a different stance on how a child develops and learns. The ideas within them overlap and in order to gain a better understanding into a child’s development it is useful to apply more than one theory to the observations. References Doherty, J. and Hughes, M. , 2009, Child Development: Theory and Practise 0-11. Harlow: Pearson Education Ltd A Level Psychology. (2008). Piaget’s Theory of Cognitive Development (online) Available at