Famous Canadian Killer Essay

Canadian Criminals are a major part of Canadian society. In our country if you were not the direct victim of a crime you tend to forget the members of society that take pleasure in causing societies grief. As in the case of James Hutchinson and Richard Ambrose, whose crimes were committed in December of 1974.1 They were convicted of killing two Moncton City Police officers. Today, years after the murders were committed Ambrose and Hutchinson are still the center of a major controversy that has plagued our parole system. In order to fully understand the controversy that Ambrose and Hutchinson posses you must look at the chronological order of events that lead up to the slaying. Richard Ambrose and James Hutchinson lived in the outskirts of Moncton, New Brunswick. Ambrose and Hutchinson committed two indictable offences under the Criminal Code of Canada (CCC). On Tuesday December 12, 1974 they violated section 279.1(c) of the Criminal Code with the kidnapping of Raymond Stein and by December 15, 1974 it was apparent that another crime had been committed. Ambrose and Hutchinson violated section 229(a)(i) of the Criminal Code, murder which would be defined under section 231(4)(a) of the Criminal Code; murder of a peace officer in the first degree.2 14-year-old Raymond Stein was the son of a Moncton restaurant owner and on the night of December 12, 1974 Raymond and his grandmother returned home from his father’s restaurant and found two men already in the house (Ambrose and Hutchinson). The duo tied the grandmother to a stair railing with tape and took the boy to an apartment somewhere on the western fringe of Moncton.3 Shortly before 1am on the 13th Mrs. Stein freed herself and telephoned the boys father and informed him of what had happened. Around 1am Mr. Stein received a phone call and a ransom demand was issued. Mr. Stein received two more calls at 2 and 3am. At 3am a ransom demand of $15 000 was agreed upon.4 Mr. Stein drove to a designated location somewhere close to the Riverview Mall around 3:15am. Mr. Stein drops the bag containing the $15 000 in a ditch about 100 yards in front of another car. The boy was released immediately and the car containing the two suspects  speeded off. At 3:50am Cpl. Bourgeois and Cst. O’Leary from the Moncton City Police were in the area of the drop-off in an unmarked police car and announced to dispatch that they would be going off air to investigate a suspicious car they had spotted.5 They were never heard from again. At 9am the unmarked police car was found in Salisbury locked and abandoned. There was no trace of the officers, their sidearms or a shotgun they were carrying. Around noon the RCMP turned over to Moncton City Police a man they had arrested after stopping a car that had matched the description of the car used for the ransom trade. In the car was a set of keys that fitted the unmarked police car and over $6000 believed to be part of the ransom money.6 By 2pm Moncton City Police arrested another man in the city and was questioning him in regards to the kidnapping case but later was released. At 6pm Moncton Police Chief C.M. (Moody) Weldon pleas on the radio for help by the public and offers $5000 in reward for information leading to the whereabouts of the 2 officers.7 At midnight Moncton Police announced they confirmed the presence of human blood on a glove that was seized from the abandoned car. 7:30am on the 14th over 300 searchers fan out over 125 square miles area in search for clues, between Riverview and Salisbury. At 11 am the Moncton City Police in conjunction with the RCMP held a press conference announcing that there would be two teams set up, each involving the Moncton Police and members of the RCMP, one team was responsible for the search of the officers and the other for investigating the crimes that Ambrose and Hutchinson committed. During the same conference policed reveled they have found what appears to be a bloodstained patch of snow in a field near Salisbury. At 5pm Cpl. Bourgeois’s torn drivers license was found by a covered bridge on Shediac River, approximately 15 miles east of Moncton. Due to the fact that sunset had past the police decided to cordon off the area and await daylight to continue the search.8 The next morning at 8am the search resumed with the aid of tracking dogs. Within an hour police found the missing revolvers, radio, pick and shovel in the water downstream. At 2:15pm the searchers found the graves on a hill near the covered bridge and at 1:30pm on December 15th, 1974 the police carried their fallen officers out of the woods wrapped in blankets.9 It was later determined that Ambrose and Hutchinson drove the two officers to the secluded wooded area and forced them to dig their own graves and then shot each of them in the back of the  head.10 Richard Ambrose 22 was already in custody at the time the bodies were recovered. Later on the December 15th a few minutes after 11pm James Hutchison 43 turned himself in to Sgt. Greg Cahoon of the RCMP. Hutchison stated that he turned himself in because he knew he was wanted by the police and he thought they would ‘shoot first and ask questions later’. Ambrose and Hutchinson were to have their first appearance in court on December 23rd. Both Ambrose and Hutchinson were found guilty and sentenced to death by hanging in 1976. When the Trudeau government repealed capital punishment later in 1976 Ambrose and Hutchinson’s sentence was dropped to life in prison.11 Hutchinson was serving time at Pittsburgh Institution outside of Kingston Ontario, a minimum-security prison, and escaped at the age of 73. Prison files show that Hutchinson has expressed deep hatred toward police and had thoughts of thrill killing. Hutchison had admitted to his life of crime that dates back to the 1940’s, which has stemmed from an insatiable hunger for excitement, and the thrill of outwitting authorities.12 The Ontario Provincial Police classified him as extremely dangerous and Staff Sgt. Rick Myers of the OPP Penitentiary Squad described him as â€Å"looking like anyone’s grandfather but capable of anything†. Prison officials also stated that Hutchison has been plotting his escape since he was jailed in 1974. In 1997, Hutchison persuaded the National Parole Board to grant him escorted temporary absences. His main argument was â€Å"the burnout theory† stating that in today’s workplace also applies to longtime criminals who lose their desire to keep breaking the law. Hutchison was denied parole because of numerous escape plots.13 Three years later the parole board reviewed several reports filed by a supportive case management officer, the board ruled his risk to the public was â€Å"manageable†. In 2000 Hutchinson was granted a leave to volunteer at a shelter for stray cats and dogs approximately 12 kilometers from Pittsburgh Institution. Hutchison finished cleaning the stalls around 2:30pm, laid down his broom and walked away as a free man. He was recaptured two days later. This however was not the first time Hutchison escaped custody. In 1966 Hutchison was serving a 10 year sentence for robbery and was being transferred from Kingston Penitentiary to Dorchester Penitentiary in New Brunswick. It was at this point where Hutchison made his first escape.14 He was arrested the same day at a train station in Moncton. Hutchinson made parole 4 years later, in 1974, that is when he murdered the  two Moncton Police officers. Hutchison lived with the prison’s Small Group Living Program. This is where prison officials believe that Hutchison did most of the planning for his escape. Prison files show Hutchison as having obvious planning skills. Prison psychologist used to consider Hutchison antisocial and sick enough to carve self-inflicted wounds.15 In this program inmates lived peacefully and less supervised. Although many reports stated that Hutchison was not rehabilitated, Deputy Warden Ron Fairly described Hutchison as a â€Å"model inmate.†16 Ambrose however, had quite a different prison life he was 22 when he was first arrested for the murder of the two police officers. Throughout Ambrose’s incarceration he claimed innocence and refused to speak about the crime. As well, he has expressed remorse and pleaded for life beyond prison. In the late 1980’s Ambrose got married in a prison ceremony and became a father to a baby girl in 1992. Ambrose told parole board members he is a reformed man, and deserves a life outside of the public’s eye. Ambrose changed his surname to Bergeron and in the summer of 2000 won full parole. According to a psychologist report prepared for Ambrose’s parole hearing indicated that he still posses a moderate to high risk to re-offend in a general and violent manner.17 On December 10, 1999 The Canadian Justice Foundation released an article alerting the public that Ambrose was granted day parole after he had changed his name to Richard Bergeron. The Canadian Justice Foundation has called on the Solicitor General to launch an investigation in regards to the parole. Shawn Howard, the Managing Director of The Canadian Justice Foundation said: â€Å"If inmates are allowed to change their name and erase their criminal identity, it poses a risk to public safety† he goes on to say â€Å"its obvious that Ambrose is trying to disappear by cloaking himself with a new identity†.18 Previous attempts to locate Ambrose have been unsuccessful since his original name was removed from the parole-hearing list. A Moncton reporter recently alerted the public that Ambrose had legally changed his name to Richard Bergeron and may return to Edmonton where his wife and child currently reside. The parole system in Canada has let out more ‘Cop Killers’ then Richard Ambrose. 19The list is long and in each case the criminal was perceived as a good inmate. When you look at the crimes committed by Richard Ambrose and James Hutchison with the murder of a two police officers that carries a sentence of life in prison as well as the kidnapping case that  carries a sentence of imprisonment for life and to a minimum punishment of imprisonment for a term of four years. However Richard Ambrose was granted parole 25 years after he showed no mercy to the two police officers that were only doing their job. In the Hutchison case a 73-year-old man who has made more then one attempt to break out of custody and who also stated squeezing the trigger, was a ‘reflex action’ was given the opportunity to work outside the prison, and was able to walk at a humane society for animals that he was allowed to work unsupervised. Many citizens are enraged that these two criminals were allowed to leave the prison system. They showed no respect for the law and killed two members of society who have sworn to uphold the law. Both persons were described as being a moderate to high risk to re-offending but are still allowed to go into the public unsupervised. James Hutchinson December 1974 Bibliography Final Tribute Paid To Slain Policemen. Mark Pedersen. Telegraph Journal. December 16th, 1974 Hunt to Resume Today For Missing Policemen. Don McLeod. Telegraph Journal. December 14th, 1974. May Have Been Forced To Dig Their Graves. Don McLean. Telegraph Journal. December 16th, 1974. Alan Cairns. Prisons a ‘disgrace’. The Toronto Sun. November 20, 2000 Dimmock,G. and A. Sands. Escaped murder kills for thrills: 73 year old fugitive. Retrieved from the World Wide Web September 9, 2002. http://www.dimmockreport.com/escapedmurderer.htm Howard, S. The Canadian Justice Foundation. June 10, 1999

When Help Turns to Abuse

I can remember the conversation as if it was yesterday. While in a grocery store walking in the grocery aisle, I overheard a woman talking to another woman and her husband. The part that caught my attention was the young lady saying, â€Å"I can get you the cheese, milk, and eggs with my WIC, and all you have to do is give me the money when we leave the store. † I knew this wasn’t right, so I made sure I was at the check-out counter to see if what I overheard was true. To my surprise, the young woman paid for things using a check like piece of paper and waited for the couple to leave the store. In the parking lot, I witnessed the young lady giving the couple the bags that she left the store with and they handed her some cash. For this and many other reasons I would like to propose that people that receive this state appointed assistance should have a time limit on how much they can receive. Doing research on the assistance that is afforded to individuals, I learned how and why these programs were implemented. For instance, the WIC (Women, Infant, and Children) program was established in 1968 after a group of physicians described to the Department of Health, Education and Welfare, and also the USDA that young women, often pregnant, came to their clinics with various ailments that were caused by lack of food. Those doctors would prescribe the needed foods, with prescription acting like a food voucher (Women, Infant and Children. gov). In this new day and age the program isn’t respected like in the past. The purpose of the program has taken a turn for the worse. Where the program gives women a chance for a better nutritional way to feed their family, some take the route of scamming the government. Per the conversation I overheard, I use it as my main point on why there should be a limited amount of time placed on this for both women and men. Right now women can receive this assistance until their child reaches the age of five. While not all women abuse the system, the small amounts that do leave a nasty pill to swallow for those that don’t. Being put in the same category as a cheater give some mothers a bad rap. My proposal to put these people on a timetable may not seem fair to some, but it will give these women a chance to help feed their families and also give them a chance to become independent on themselves instead of the government. As long as these women continue to have child after child before the first one reaches five, we the tax payers have to support the system that is being abused. For each program the person is on, I propose that we give them education and job training. This will help them get off the program and develop a sense of worth. Instead of hand outs, let the government give hand ups. Making them accountable for more than just receiving a check or voucher will instill values in that person. Don’t get me wrong, I do believe that we should help those that cannot help themselves. I believe that we shouldn’t just give help without checking to see how the recipients are doing with this help. While finding a clear cut way to track the applicants is a good way to start with this help. For instance, if the social worker sees a trend that a person turns up pregnant six months from the end of benefits multiple times may send up red flags that the system may be abused by that person. This is a way of tracking and putting them in a category as maybe this person is abusing the system. As a taxpayer, seeing these people going to work would be a great accomplishment. RN Eugenie Hildebrant, author of Impoverished Women with Children and no Welfare Benefits states,† It is important that public health researchers investigate the experiences of the families for whom Temporary Assistance for Needy Families has failed† (793). This comes from her opinion that the system isn’t giving the families the help they really need. Helping them with education and a way off the system will help them more than the handout they are receiving. Families that want to better themselves will try to get off the program. Being undereducated and entering an under skilled workforce may cause more harm than good to the family. Realizing their children will grow up poor or in poor health they have no choice but to get back on the system. The main issue on this is at least they tried to make a go of it before they had to come back onto the program. Offering job training may be a way to help families on the program. It would give them a sense of pride in themselves and not the feeling of relying on the system for a chance to help their family. The training will get them off the program in two years with job training and the much needed education to have a well paying job. As far as Douglas Wolf, a research scholar at the International Institute for Applied Systems Analysis states, â€Å"Underreporting or completely failing to report earnings to a welfare agency is a way of welfare fraud† (The Dynamics of Welfare Fraud) (438). For the government to realize that some participants will this, then the system should have the right to monitor them. Getting the applicants a job, the system will be able to monitor the pay for a year. This way if you continue to work plus receive assistance, the assistance can be cut if you are getting a steady paycheck. Once a steady paycheck is coming in, your assistance will be evaluated to determine if it will be terminated. If for some reason the job does not offer any type of medical assistance for you or your children, the system will continue to pay you the medical portion. If you stay at the job for two years in good standings and you receive a good income then you will be cut from the program. Once you have been released from the program if you lose your job due to anything beyond your control you may reapply for assistance until another job can be found for you. If you have lost the job and it was because you were not in good standings with the employer, then the system will make you reapply and the assistance you receive should be short term. They have already given you the skills needed to get a job so you shouldn’t be able to rely on the system again long term. Pushing them to find another job should be the systems main focus on getting them back into society and providing for their family. Some may say what happens at the end of two years? It is tempting to pretend that if we just invested adequate resources, two years of intensive education and job training could make every single mother education and job training could make every single mother economically self-sufficient. But while that will surely be true for some, it will never be true for all. Unless we want another round of welfare reform that fails, we need to be realistic about the options open to us. Contrary to what many politicians claim, the big obstacle to making single mothers economically self-sufficient is seldom the shortage of jobs. During recessions, of course, jobs are hard to find. When the economy is healthy, minimum-wage jobs are relatively easy to find. The problem is that a minimum-wage job will not make a single mother economically self-sufficient. There is endless controversy about how much money single mothers need to make ends meet. Absent fathers seem to imagine that these families can live on air. My proposal is the most likely effect of time limits is that they will reduce the receipt of welfare benefits among single parents. The loss of welfare income might improve outcomes for children and families by reducing the stigma of public assistance receipt. In a way, the U. S. welfare system actually makes poverty more attractive, perhaps even to those who would otherwise have been motivated to work and support themselves. Do not decrease their motivation to work rather, give them the opportunity to participate more productively in their society. The issue that comes with the WIC program and any other government program is why have it for people to abuse it? The program is in place to help those that need it the most. Unfortunately you have those that take advantage of the system as well as those who use the system to provide for their families. I have come to the realization that the programs should have limitations to it. As part of the working class, I feel that those on assistance should be given a time limit for being in the program. The system helps some, but those that take advantage should be punished.

The Iliad Essay Example | Topics and Well Written Essays - 1250 words

The Iliad - Essay Example In many scenes, the warriors or the narrator declare that this is what they are fighting for, not victory but personal honor (VII, 290; XVI, 731). There is often an oddly subtle tone in Homer’s words, implying that while the war is terrible and ugly, it is the only way for this honor to be won, and therefore it is regrettably necessary. Perhaps the clearest single example of this is Priam’s famous declaration to his son Hector that the spear-mangled corpse of a young man, certainly an unpleasant image, is nonetheless by their lights â€Å"seemly† (XXII, 71). A closely-related concept is the honor of obligation, what it is right and proper to do in a given situation. One of the most obvious examples of this is the central falling-out between Achilles and Agamemnon that leads Achilles to go on strike in the first place. Achilles feels that he is entitled to claim Briseis as spoils of war, but Agamemnon says that if he is to be deprived of Chryseis, as king he has t he right to claim another woman lest he not have any spoils at all (I, 120). To modern eyes, questions of protocol over who gets to rape whom don’t seem honorable at all, but at the time, it was a vital enough question that Achilles is ready to kill Agamemnon on the spot over it (I, 191) until Athena intervenes. Fifteen books later, Achilles is still maintaining that Agamemnon’s crime was failure to respect Achilles’ proper rights, and thus he is justified in continuing to sit out the war (XVI, 59). Similarly, there are very strict protocols for the handling of death, the punctilious observance of which is vital at many points in the story. Hector prefigures his eventual fate when he makes his challenge to the Achaeans, making them swear that whoever slays him can keep his armor, but must convey his body back to his family (VII, 80). He repeats this principle as his dying words to Achilles (XXII, 338). Book XXIII is given over entirely to the funerary rites and games for Patroclus, who at that point has been dead since the end of book XVI. It might seem odd, from a standpoint of dramatic structure, to devote nine hundred lines to what amounts to sports commentary when one is nearly at the end of the story. What the inclusion of book XXIII shows us, though, is the pious and correct observance of full funerary rites. Those nine hundred lines of racing and archery and so on are meant as a demonstration of the Achaeans doing the right and proper thing. The two moral wrongs of Achilles, as presented by Homer, are his abandonment of the pursuit of glory (Books I-XVII) and his failure to do the right and honorable thing, particularly in regard to Hector’s body. When Hector begged with his dying breath for decent and honorable treatment of his corpse, Achilles instead spends quite a long time mangling the corpse. This is directly contrary to the will of the gods, as demonstrated by Apollo’s keeping the corpse intact and inviolate (XI V, 20). This makes it both dishonorable and impious, two sins that ensure that Achilles is on the downhill slope to his long-prophesied death. At the juncture of time and the death observances we encounter the concept of kleos, or the glory after death. This is what is promised to Achilles if he chooses a short but glorious life, it is what Hector offers the man who will face him in battle (VII, 90), it is what every Greek hero hopes to win. To be esteemed not only by

Viruses are living organisms Research Proposal Example | Topics and Well Written Essays - 750 words

Viruses are living organisms - Research Proposal Example Viruses are not as alive as bacteria because bacteria are proven to contain DNA which is missing in Viruses. However Viruses are not dead. They may lie dormant for certain period of time and then become active when they find a host. Thus we can say that viruses are very close to life and are only looking for a suitable host. Once the host is found, viruses can multiply rapidly just like bacteria. Mahy (1998) explains, "Outside a living cell, viruses are unable to multiply; they must enter a living cell - called the host cell - to reproduce. Thus, viruses exist at the threshold of life, and their multiplication is intricately bound up with cellular processes of the host. For this reason, antibiotics, which stop the multiplication of bacteria, cannot be used against viruses, since most substances that stop virus multiplication will also kill the host cells." As mentioned above, another important distinction lies in the presence or absence of DNA that distinguishes viruses from other living organisms like plants and bacteria. For an organism to qualify as living, it must contain both DNA and RNA. DNA is responsible for heredity while RNA aids in cellular functions. In most viruses, only RNA is found while DNA is missing. But interestingly scientists have found some viruses that contain DNA and no RNA. In other words, viruses are still not living organisms in the way bacteria are because to qualify as a living thing, they must have both RNA and DNA. Absence of either one can mean sub-life existence. Viruses are also different on account of the genes present in them. It must be argued that living organisms need a large number of genes to qualify as living things. Based on this presumption, we can say that even the smallest of bacteria are more alive than viruses. This is explained by Oldstone (2000) in these words: "Viruses have relatively few genes compared with other organisms. Measles virus, yellow fever virus, poliomyelitis virus, Lassa fever virus, Ebola virus, Hantavirus, as well as the human immunodeficiency virus (HIV), have fewer than ten genes each, whereas a smallpox virus may contain between 200 and 400 genes. These numbers compare with 5,000 to 10,000 genes for the smallest bacteria and approximately 80,000 to 100,000 genes for a human." (p. 9) These are the reasons why Viruses are neither called dead nor alive. They however qualify for a near-alive status because once they find a host; they can multiply with amazing rapidity and can suddenly become very active. In their dormant state however, they are nothing more than a speck of nucleic acid material. It must then be concluded that viruses cannot be called alive in the true sense of the word though they are almost-alive and act like parasites waiting for a suitable host. It must also be mentioned here that a living organism is one that is not dependent on other organism for its survival. Viruses meet this requirement to an extent because while they depend on a host for multiplication and activity, they do not exactly die when they are left alone. Instead they stay dormant till they find an organism to live upon. "Viruses never really die. If viruses are not actively reproducing, they can indefinitely maintain an inert state." (Goudsmit, p. 5) It would thus not be wrong to say that viruses maintain an almost-alive state but are not as living as bacteria or some other organisms capable of reproduction. They do not both DNA

Case analysis Study Example | Topics and Well Written Essays - 1500 words - 2

Analysis - Case Study Example The customer loyalty gained by this company emanates from the trust bestowed upon its good intentions and commitment to sharing the music experience with the community both locally and beyond. Although sharing a similar financial history, the companys principal competitors include the Detroit Symphony Orchestra, the Chicago Symphony Orchestra both of which have operated at deficits in the past. San Francisco Symphony has a high corporate strategy that appreciates its current position, its future aspirations and aims at defining the means of getting to its destination. Under its business strategy, the symphony can be said to have a good long-term plan on how to achieve its strategic objectives by the year 2018. In terms of its human resources, the company takes pride in the rich experience of its director, president and board members as a reliable, functional strategy for both its planning, development and marketing needs. The symphonys superior music experience in terms of recording and performance make up its strengths (Hall & Taylor, 2014). However, the consistent deficits and periodic poor financial performance is a weakness that must be improved to make the companyâ⠂¬â„¢s future brighter. Considering the customer base, and its good leadership, the Symphony has an open opportunity for growth. However, competition and the unionization of the music industry are major threats. An analysis of the competitiveness of the company, the ethical issues that arise in its operations, its financial status and the overall framework shall be made with the aim of establishing its actual position. The competitive analysis will adopt the Porters Five Forces analysis and the VRIO framework. The unstable financial stability of the company marked by consistent deficits will be deeply analysed. The study will endeavour to make recommendations that can improve the company in both its corporate, business and functional strategies. Through its

Failures in Scope Control when Developing a Web Portal for EBazar.com Essay

Failures in Scope Control when Developing a Web Portal for EBazar.com - Essay Example Problems have emerged, however, that have not allowed the projects to progress smoothly into phases of development that are needed to stay current and continue to evolve in relationship to trends and competition. The problem of scope has been determined to be the primary issue in developing IT projects for the firm, scope creep being a serious issue as every project for IT expansion has experienced change that comes from allowing individual departments the ability to add to the project in ways that lay decidedly outside of their original scope. The following report discusses how scope and the consequences of scope in relationship to time and cost are relevant to the efficient development of projects under the project manager for the firm. Without developing good practices in quality project management in relationship to defining and maintaining scope, the past problems will continue to plague future projects for EBazar.com and the position of project manager will be operating at a lo wer level of quality that is needed to serve the needs of the project. 2. Web-Portal Project A web portal is defined as a way for business to create a consistency in how their site operates, providing for procedures that use multiple applications and databases which would not otherwise be able to be tied together. Web portals are classified generally in two different states: either horizontal or vertical. A horizontal portal provides for several entities to be tied together within the website space. A vertical portal, which can also be termed a ‘vortal’, is specific entry into information that is relevant to a set of related topics, or even just one specific topic. This can also be defined by the concept of the vertical information portal (VIP) which will provide news and editorial content, publications, and e-commerce together through the use of dynamic multi-media applications which include blogging and social networking (Lazar 2001, p. 4). The purpose of creating a w eb portal is to allow a user to have multiple accesses to the site through a single sign-in function. Aggregation of content is an important part of the efficiency with which a website works, which is essential for an e-commerce operation. Through designing this portal for EBazar.com, the gap between the company and the consumer will be reduced, allowing smoother operations to produce higher firm performance (Al Zabar 2008, p. 12). 2.1Ready Made Versus Custom Design One of the most important problems to be addressed in creating a web portal is in making sure that it provides control of access to data that is presented available to the consumer. The heart of control for a web portal is the ability to customize the use of widgets so that content users can create customization without compromising speed and security. When using ASP.NET, as an example, the default page allows widgets to be added and subtracted without having to refresh (Al Zabar 2008, p. 12). Capacities to use ready-mad e software in order to create the portal that was needed for EBazar.com was discarded in favour of customizing the project so that it would reflect the unique nature of the business. This required an extensive project in which the scope of the project was initially limited through the current definitions of the web parts

Statement of purpose 5 Essay Example | Topics and Well Written Essays - 1000 words

Statement of purpose 5 - Essay Example This inspired me to get a course in college that would allow me to teach. In addition, I always valued studying a foreign language because I realized how important it is for a person to be globally competent especially at these times where the world is truly becoming smaller by the minute and those who are able to speak and understand several languages are always at an advantage. I graduated English Language and Literature in Arts College at Kuwait University in June, 2010 and have been employed at the Ministry of Education just a few months afterwards. I could say my dreams are coming true. However, when I started teaching, I have discovered that there are still a lot I need to learn. Of course I understand that it has been just a few months since I started working but taking a chance on the opportunities given me is a great factor I have been considering in enrolling to the postgraduate study. Young as I am, my passion to teach young people another language aside from their native tongue does not seem to be enough for me to be taken seriously both by my colleagues and students. This challenged me to equip myself with a good education that would not only put me in a pedestal to be respected but more so, to have the authority that most successful professionals have so that I could efficiently give what I want my students to have. Taking the opportunity of getting help from my parents while I am still young and able, I considered schools the United Kingdom because I am attracted to the beauty of the country. Getting into the internet, I truly appreciate most of the universities but I was exceptionally attracted to the University of Stirling. I have been reading about the testimonies of students who eventually confirmed this is the best university that fits my expectations in postgraduate study. One of the things I have been considering as someone who is aiming for excellence in the services I give to my students and employer is the quality of education. Hellenba ch and Stratikopolous, Stirling students whose testimonies are posted on the university’s internet profile mentioned that the university has a highly qualified teaching staff and with highly competitive academic level. Both are important to me and fill the top positions on my list of priorities in looking for a good school for me to enroll in. In addition, I also read about other students’ testimonies saying the school is a very multi-cultural place and people are used to foreigners, that students are made to feel totally welcome and comfortable regardless of nationality. As a Kuwaiti, these are factors I have been looking into as well because I know how environment could affect my learning process. I would like to learn as much as I can so that I have been looking for schools that would accommodate me as a human being and not just another student to add number to the many students around the world. I have observed that most universities talk about how great their univ ersity is and how welcome the students are but some of those which I have browsed over in the internet only claim to be without backing up their claims with what the students say about their school. For Stirling, I admire their effort of getting words from students because I believe no one can tell about a school better than the students who have experienced how it is to be in a certain school. I then look forward to working with competent professors and various students, sharing our ideas and experiences as we are moulded into the best

Journal Article Review Assignment Essay Example | Topics and Well Written Essays - 500 words

Journal Article Review Assignment - Essay Example Alcohol abuse or dependence emerged in the investigation, which in particular has significant relation to the occurrence of crime such as actual suicide and suicide attempts. Suicide attempts, as crime-related scenarios were remarkable in various geographical contexts, but there is no significant amount of studies trying to investigate the actual contribution of alcohol use disorder on the prevalence of suicide attempt. In the chosen study, the proponents have remarkably investigated this concern by employing older adults who were hospitalized in connection with a suicide attempt. In order to further understand this claim, the proponents investigated further the suicidal behaviors of respondents with suicidal attempting experience even if they have AUD or not. This is to remarkably create a link to a significant gap in the literature concerning this issue. The specific individuals included in the study were 70 years or older, who were having hospital treatment due to suicide attempt during 2003-2006. Out of the 133 eligible participants, 103 of them were enrolled in the study, which comprised the 47 men, 56 women, and both groups with average age of 80 years and a response rate of 77%. Random sampling technique was employed. Statistical analysis involved was correlation, because the proponents were after of finding the actual level association between the variables. In order to implement this, the case comparison was initiated. â€Å"AUD was observed in 26% of the cases and in 4% of the comparison group (odds ratio [OR]: 10.5; 95% confidence interval [CI]: 4.9–22.5). Associations were noted in men (OR: 9.5; 95% CI: 4.0–22.8) and women (OR: 12.0; 95% CI: 2.4–59.5). More than half of the cases with AUD and  a third of those without AUD had made at least one prior suicide attempt. In these, AUD was associated with a longer interval

Do you believe the world since the end of the Cold War in 1989 has Assignment

Do you believe the world since the end of the Cold War in 1989 has become more peaceful and stable or less peaceful and stable - Assignment Example According to Kennath Waltz’s argument the world becomes more stable and peaceful when it is dominated by few superpowers. In other words, unipolar world is more stable than multipolar world (Lundestad & Jakobsen, 2013). However, considering ongoing conflicts in the Middle East, Eastern Europe, and Africa, growing economic and political crises, growing international and domestic terrorism, emerging multipolar system, and weakening dominance of the US, present world has become less peaceful and more instable than the Cold War era. The purpose of this paper is to highlight the growing instability and potential threats to the security and peace in the world by means of various examples and facts. The concept of unipolarity is used to define the global power system which is mainly dominated by one superpower. After the end of Cold War, there wasn’t typical West vs. East conflict as it was in the 20th century. Due to lack of real challenges, the US enjoyed the status of most influencing power in the world. It allowed the US to interfere or involve in the global issues that often didn’t reflect the national interests (Lundestad & Jakobsen, 2013). According to power structure analyzers, unipolarity is volatile and unstable because it always advances towards multipolarity as other emerging powers attempt to overthrow the dominance of one nation in global system. Though the superpower can curb such progress, at least for the short period, its dominance will eventually be lowered as a result of constantly emerging new powers (Lundestad & Jakobsen, 2013). Since the oil embargo of 1973, the US has maintained aggressive policies towards Middle-eastern countries in order to control vast oil reserves in the region. Under the quid pro quo deal, the US provides defense security to Middle-eastern states in return of oil (Cran & Barker, 2012). For

Change Management Plan and Communication Plan Essay Example for Free

Change Management Plan and Communication Plan Essay Workers react to change differently and often feel threatened by it. Reaction to workplace transformations usually manifests itself in one of three ways. There is proactive reaction that sees change as an opportunity to try new and improved things. Reactive workers resist change and try to keep things as they were. Inactive employees take the neutral position and straddle the fence watching the struggle between other employees. Older workers within the company tend to resist change because they want to do things the old way. Employees may feel a loss of identity. They may feel a loss of control. Workers also experience a loss of meaning, belonging, and even a loss of their future. Trying to make the changes seem positive does not erase the uncertainty, rumors, or the ambiguity (Jones, 2011). Managers should strategize on the best way to enforce any changes at Riordan Manufacturing. There should be some expectation of resistance in regard to any change. There should be time restraints and deadlines put into place. The changing process may affect deadlines until everyone is on task with the operational changes and new policies. Managers must plan ahead for any resistance at Riordan. Forming task teams that oversee each department affected by the changes over the next 12 months is one strategy that can prove useful. New goals and expectations as a result of the changes should be outlined and followed. There should be effective communication skills with floor managers and employees (Gul Sahin, 2011). The process can run smoother if the employees at Riordan feel motivated, and teamwork encouraged. There will be employee evaluations over the next year to monitor the success or failure of the changes. New system changes, problems, and success will be determined weekly in a detailed report. The reports from the task team and the floor managers will determine the feasibility of the changes. Employees will be required to take assessments to ensure that they fully understand the new operations. New records will be maintained,  updated, and signed by each employee. Training and educational courses will be provided, including computer classes. References Gul, H., Sahin, K. (2011). The Information Society and Public Employees Perception of Transformational Leadership. Selcuk University Social Sciences Institute Journal(25), p237-249. doi:64368178 Jones, T. (2011, January). Use Resistance to Enact Workplace Change. Business Journal Serving Fresno the Central San Joaquin Valley, p.11. doi:10797394

Leadership Strategies in Remember the Titans

Leadership Strategies in Remember the Titans AOTEAROA TERTIARY INSTITUTE NZIM DIPLOMA IN MANAGAMENT LEVEL 5 LEADERSHIP 630 ASSESSED TUTORIAL : FILM STUDY REMEMBER THE TITANS Name: Prithi Chand Student ID: 27648 Tutor: Mr Rasheed Hussein LEADERSHIP STYLES: Remember the Titans have different leadership styles. Both the leaders in the movie try to motivate the players in their own ways. A good leader motivates others to develop qualities and train them to do better. This movie shows how Coaches and team players showed their leadership qualities, strengths as a leader. The contribution of each player helped to achieve in their victory. The players forget their racism differences and played as a team. During the football match on the field, no blacks and whites were differentiated and they played all as one. My First leader is Herman Boone. He had a dictative leadership style. Boone believed that through cooperation of the entire team will lead to a win. He also believed that each player has to understand each other culture. He had a very clear vision as how to succeed with the team and how to have a strong team to work hard with full determination and courage. He also had transactional lead where he punishes the players if they were doing something wrong directly or indirectly which helped him to control the team through his powers. He knew very well that players had loved for the football game and he had faith in his players that’s they will definitely going to win the game if every player corporate. He had a good leadership quality as he approached Yoast to be his assistance coach. He wanted to have a strong team and win. His team to be successful he had to ensure that all the team members work together and respect each other. It was important for the team to work hard and be committed at all the times. Through his power he was able to have a transactional lead and whenever the players were wrong he punishes them and he had the control over them to improve and bring a standard in the team. He knew very well that the players had loved for the football game and he can make the team to work together and used their love as a motivator to make sure they cooperate and they don’t fight with each other as far as racist is concerned. My Second leader in Remember the Titans is Coach Bill Yoast. Coach Yoast used democratic leadership styles. Coach Yoast, meet students personally. He discuss the issues and personally try to solve the problem rather than in front of other team members. In Remember the Titans Coach Yoast display his qualities in such a way that he handled each difficult situation with ease. He used to keep his players cool so that he can have control over them and he can help them individually if need arises. He was a calm Coach. He was not that strict and straight forward as Coach Boone as a leader. Effectiveness as a leader Team members respected him a lot since he was able to bring all players together with different race through pairing black and white players together. He had confident and courage through which he was able to make his team win. Coach Boone was a effective leader he was just like a leader who is born with so more powerful in his words. He was a effective leader with confident and courage through which his team won. He was independently and stubbornly as often see in the movie which wins the victory. He was very much concerned with the players and how they feel. He had strengthen, confidence, enthusiasm and unity of player. Type of power Coach Boone held expert power which is power that results from leader’s special knowledge or skill regarding tasks performed by followers(Daft,2008). He was a true expert of football with superior knowledge of coaching the team. He had full control over his team. He also held referent power since he had ability to convey a sense of personal acceptance. Coach Boone highly influences his team member through his strength. How he used his power He used his power in a good way but sometimes he was so hard on players during training period. But through his tough training and strict on players he was able to make his team win. He used his power as Head coach to achieve his goals and to promote interracial interaction in hope of improving the team. Since he was black with power some white players didn’t want to accept his authority but through his power he forces the players to tolerate with each other until racial conflict is solved. By the end of training camp players started respecting his leadership more and don’t look at his power as unlawful and hurtful. He achieved his objectives through strong sense of skill proficiency responsibility and dedication of team. Type of Power Coach Yoast also held expert power he was a true expert and real man of football. He was coach for many years but due to his name nominated for hall of fame he become assistant coach. He also had referent power that is leaders personality characteristics that command followers identification and respect to emulate the leaders. Players were admire his power and strengthen. How he used his power He used his power in good way towards his team and player. During one of the game when he saw that referee was biased towards the team he talk with referee and was quite angry on it. Due to this action he lost his hall of fame nominee and he didnt care of it because according to him he thinks that team and win of the game is more important. In the beginning of the movie he said that he is taking break for one year from football and all his players said there are also leaving the game and there will be boycott. After thinking about the student he step back to take assistant coach position. SITUATION FROM THE MOVIE: A situation in a movie was during the game a player was injured with a broken wrist and was replaced by Ronnie. This short conversation between Coach Boone and Ronnie in which Boones says to Ronnie that he is the colonel and he has to command his troops. Coach Boone dialogue speech was supportive however he believes in the team because of level of competence, confidence and commitment in them. One player from the team stands ups and gives a small talk to the entire team, demanding and expecting more than Coach Boone. This scene tells us straight that the team doesn’t need much more support or leader. Coach Boone realises this and gives responsibility to the players. Another situation where Coach Yoast tries to put Ronnie in the game but Ronnie declines that he can’t play that position and he suggested Petey to play instead of him as Ronnie thinks Petey is a better player than him. Coach Yoast allows Ronnie to make the choice to play or not to play. LEADERSHIP THEORIES: This movie Remember the Titan’s has his own theory which is called the great man theory. The Great man theory: it shows at camp, Coach Boone exercises his players over and over again. These pep- talks motivated the players do better and to learn from their mistakes. Coach Boone was directive and his helpful behaviour was a key to success. One incident was when early in the morning Coach Boone tells both teams to run on the fields of Gettysburg. That shows that he has got the great man theory as he also went for the run with everyone in the team .Coach Boone had this theory to success in his games. Another leadership theory showed was the Trait theory. Coach Yoast believes in trait leadership of styles. As from his point of view to be strict and more disciplined to the players the team can’t win the game. At the beginning he was racist and he didn’t like black people and he didn’t accept the offer at first from the Coach Boone and later he accepted the offer because his players didn’t wanted to report to Coach Boone directly. So he became the Assistant coach. Individual culture and its effect. Remember the titans is a story of two schools one white and one black are forced to integrate in Virginia(wikimedia,2014). Coach Boone is a black and he gets head position and Coach Yoast who is white becomes his assistant. Coach Boone was a black and he grow up in black community where people say them as a low class whereas Coach Yoast was a white and he grown up in different community. The team put aside their racial differences and play as one team. This movie was a true story based on reality. When Coach Boone takes over from Coach Yoast things were getting very tenses therefore he went personally to him to discuss the situation of new coaching status but due to his arrogant and overbearing it cause rift between the coaching staff and took time to gain respect for one another. Also the team captains Gerry Bertier and Julius Campbell who were not getting together due to race decided to overcome stigma between them and set example for the team. Through practice both race come toget her and also celebrate the victory and realize that races should not be any issues. This gives a good example of how one can overcome the racial issue. It also shows how people can overcome racial issue when there is strong leadership, determination, acceptance and will to succeed (Wikimedia, 2014). TYPE OF ORGANISATION AND THEIR LEVEL OF SENIORITY: This leadership situation in the movie is a part of T.C.Williams High School Northern Virginia City of Alexandria in 1971. This movie is all about black and white that period of time in 1971. The level of seniority he had his own personal pride in himself. He always wanted the team to succeed and perform above standards as he had high expectations from the players. He also taught by quitting, it won’t solve any problems for anyone. Coach Boone also pass a message to us that if life doesn’t treat us fairly, you must try your level best until you reach your own goals and don’t lose hope easily. This vision, ideas and hopes made the Titans win to a success. INDIVIDUAL CULTURE AND ITS EFFECTS I would just say, this movie shows us the leadership theory to a very clear point of view and in a broad way. Coach Boone was not born as a leader but he became a good leader and he was even successful in his displays to be a leader.His quality as a head coach, and he proved the whites as well that black people can also be a head coach and can lead the team to a victory where as white people believed that they can only do the coaching for the football team. Previously racism was a major impacts on the people especially color of body; black and white. White people were always given first preferences before black people. Black people were always looked down upon. In this movie at the end the black player becomes the captain when the white player captain got paralyzed. The black coach took over the white coach. So these things proved in the movie that black people can also lead to a victory or win and can have unity and friendly atmosphere between two colors of people and to stop racism s. Other leadership concepts and ideologies that was identify in the movie ? Other leadership concepts and ideologies that was identify in this movie remember the titans was responsibility and integrity. Both the coaches and players knew their responsibility towards their team. Their main aim was to win the tournament through fair game. Other responsibility was to stop discrimination towards black and white and bring harmony in the team. Coach Boone was integrity and he had solid principle to stop discrimination. Shared goal is by making others realise what you can achieved having same vision. Coach Boone and Coach Yoast both had same goal but their used different leadership style. At the beginning of the movie Coach Boone was the only one with the goal to win and to integrate the team whereas all the team members had their own personal goal to get the position there wanted. But later through Coach Boone training and socialisation of team members with each other make all players to share same goal of winning the tournament and accepting one another. Motivation is by encouraging people leader has the ability and power to inspire, motivate and energize. Coach Boone had ability to motivate and inspire the team also Coach Yoast motivate the team. The team was able to win the game through motivation from coaches and each other. Good communicator is the other concept it is how leader speaks in public and gain attention to his listener. Coach Boone was classified as a good communicate he communicates so well with his team. Lots of speech and group discussion took place which bring succeed to the team. Also Coach Yoast and captain Gerry had a good communication skills. Reference: Tangient LLC (2014) Chapter 3 Remember the Titans Situatational Leadership Model Retrieved from: http://sportpsychgoes2movies.wikispaces.com/Chapter+3+-+Remember+the+Titans+-+Situational+Leadership+Model Daft R L Pirola-Merlo (2008). The leadership experience: Asia Pacific edition 1. Melbourne: Cengage Learning. Tumblr (n.d) Cultural Studies in Remember the Titans http://caseyccarroll.tumblr.com/post/21612754841/cultural-studies-in-remember-the-titans Wikimedia (2014) Remember the Titans http://en.wikipedia.org/wiki/Remember_the_Titans

Will Our State Fish Survive? :: essays research papers fc

Will Our State Fish Survive? The Rio Grande cutthroat trout, the state fish of New Mexico, is a threatened species that needs more attention from the citizens and politicians of New Mexico if we want to see it survive and flourish in its natural environment. The Rio Grande cutthroat was placed on the U.S. Government Federal list of threatened species in 1973, but was never listed on the endangered species list (American Fisheries Society 1988). Maybe it should be placed on the Federal Endangered Species list, since it only inhabits less than ten percent of its native range and can only survive well in headwater streams that do not contain any other fish species (Neary 1999). Environmental groups are filing lawsuits against the federal and state government to get the cutthroat on the Federal Endangered Species List. The state government refuses to put it on because they feel that the problems with population, hybridization, and diminishing habitat can be solved without putting it on the endangered species list. I f the government decided to put the cutthroat on the endangered species list, they would be forced to create a recovery plan and designate a â€Å"critical habitat† (Neary 1999). The government is reluctant since it will cost them a huge amount of money, time, and labor. The government claims they have been taking steps to preserve the â€Å"threatened† cutthroat, which is indeed true. Yet, the results are not outstanding. If their methods were working, the cutthroat would have been taken off the threatened list years ago. Why is it so important to protect this fish? As native New Mexicans, we need to take interest in our state fish and help protect it. If this species were to become extinct it would be a tragic loss. Our state fish is in danger of vanishing from the world forever. Doesn’t that say something about the way we have treated our resources? The Department of Game and Fish doesn’t seem to think so. The extinction of the cutthroat would disrupt the ecosystem because they would no longer feed on the native plants, flies, and worms. Anytime an animal is taken away from an ecosystem it has effects on the surrounding area and the creatures that live within it. For example, if you kill every coyote in the state of New Mexico the population of jackrabbits would climb to a record high because they have no predators.

Thomas Jefferson: Pragmatics over Doctrine :: Cheathouse Essays

Thomas Jefferson: Pragmatics over Doctrine During the period 1800-1817, the Jeffersonians to a great extent compromised their political principles and essentially â€Å"out Federalized the Federalists†. While traditional Jeffersonian Republicanism advocated a strict interpretation of the Constitution and an emphasis on an agrarian economic system, the actual policies of Presidents Thomas Jefferson and James Madison were markedly different from their theoretical principles. This obvious compromise of Jeffersonian principles is evident in the Federal government’s assumption of broad-based political powers and institution of capitalistic Hamiltonian economic reforms, both of which stemmed from Jefferson and Madison’s adoption of broad constructionist policies. Despite his many compromises however, Thomas Jefferson’s intent to dissolve the national debt was to a great extent unvarying. Jefferson and his Treasury Secretary Albert Gallatin honestly feared a large federal deficit as a threat to Republicanism. To avoid this threat, the President sought to diminish the role of the federal government, and decreased the national budget. These budget cuts substantially diminished the size and resources of the American army and navy. When criticized, Jefferson defended these military cuts as being consistent with Republican policies in that a smaller U.S. Army would be seen as less of a threat to other nations and reduce the risk of provocation, resulting in the ultimate promotion of peace. Unfortunately, the President’s consistency with Republican principles in matters of political power was not nearly as strong as his resolve to reduce the national debt. Under Jefferson and Madison, the federal government assumed political powers that the Constitution did not allot for. While prior to his presidency, Jefferson, then a strict constructionist had argued that the government should not assume any power unless specifically provided for in the Constitution, the Louisiana Purchase where America purchased a vast tract of land for $15 million, compromised these lofty ideals. In terms of the military, Thomas Jefferson had come to power vowing to reduce military size and power. Contrary to those principles, the Barbary War, where for nearly three years the American military exercised a naval blockade of the North African coast wasted millions of dollars of the people’s money and unconstitutionally violated states rights and strict constructionist principles, in the ir place asserting an alien un-Republican nationalism. While the evidence found in Jefferson’s political and military dealings helps us understand how Madison and him â€Å"out Federalized the Federalists†, an examination of Jefferson’s economic policies truly proves that in the words on one historian he was the â€Å"American Sphinx†.

Parataxis Of Homer :: essays research papers

Throughout the epic poem The Odyssey, Homer employs a technique called parataxis. This technique is used frequently to identify characters in the book or explaining an event. The poem not only covers the story of Odyssey. The poem not only covers the story of Odysseus, but also touches upon other characters as well. By using parataxis, Homer can briefly tell and describe characters and events. Often, characters are identified by their relationships to others, a great deed they have accomplished, to hardships they have come across.   Ã‚  Ã‚  Ã‚  Ã‚  In describing Odysseus in Book V, lines 97 to 115 of which lines 105 to 110 are paratactical, Hermes says â€Å"you have with you the man who is wretched beyond all the other men of all those who fought around the city of Priam for nine years, and in the tenth they sacked the city and set sail for home, but on the voyage home they offended Athene, who let loose an evil tempest and tall waves against them. Then all the rest of his excellent companions perished, but the wind and the current carried him here and here they drove him.† The original conversation between Hermes and Kalypso had little to do with Odysseus’s journey. Hermes in lines 97 to 115 tells Kalypso that Odysseus’s fate lie not on the island, but back home in Ithaka. The parataxis interrupts the line of conversation to inform the reason why Odysseus arrives here. It gives a glimpse the span of Odysseus’s journey and the fate of his companions before the story is told. In this instance, Hermes identifies Odysseus with the obstacles he has overcome.   Ã‚  Ã‚  Ã‚  Ã‚  At times, a parataxis of a certain character in one part of the poem help explain matters later on. In book XI, lines 281 to 297, Odysseus tells of Chloris, a beautiful maiden. Of those lines, lines 287 to 290 are paratactical, â€Å"Also she bore that marvel among mortals, majestic Pero, whom all the heroes round about courted, but Neleus would not give her to any, unless he could drive away the broad-faced horn-curved cattles of strong Iphikles out of Phylake.† It talks of Chloris’s daughter, Pero and the task that all suitors must accomplish before he can have her hand. Later on in book XV, another character is introduced. He is the son of the man who won Pero. Without mentioning Pero or the task of the suitors in the earlier book, much more explanation would be needed to identify other characters. This parataxis links various character and their stories.

Reaction Paper on SONA 2015 Essay

â€Å"Hangga’t buo ang ating pananalig at tiwala, at hangga’t nagsisilbi tayong lakas ng isa’t isa, patuloy nating mapapatunayan na, â€Å"the Filipino is worth dying for†, â€Å"the Filipino is worth living for,† at idadagdag ko naman po: â€Å"The Filipino is definitely worth fighting for.† This is the highlight of the fifth State of the Nation Address by His Excellency Benigno Simeon Aquino III. The stand of believing in the democracy, believing that people with the government can make a change within his term. Since the death of his parents, the legacy still continues and I guess the legacy is in his heart believing that it’s not too late for changes in the Philippine government setting and also the economic and social status of the country. Based on the past State of the Nation Address of President Aquino, critics said that, this State of the Nation Address is not clearly stating the change that they expected to be. The changes w ithin his term is expected to be evident and must lift the Philippines from being the â€Å"Sick Man of Asia† to the â€Å"Rising Country in Asia†. see more:reaction paper about sona 2017 But for me, I guess for about 5 years of his term, I find him and his works in making everything possible is evident through his achievements. For the past five years, the system of education through his leadership is I guess changed and globally leveled the foreign and international standards. An example of this is the Technical Education and Skills Development Authority (TESDA). The Disbursement Acceleration Program contributed 1.6 billion pesos to TESDA’s Training for Work Scholarship Program. This amount enabled the graduation of 223,615 beneficiaries. 66 percent of these—or, 146,731 graduates—now have jobs. This is just one of the amazing changes that he and his leadership has made differences from the past administrations. Also, the poverty in the Philippines, not although changed bigtime but I guess through the little  steps, we can make change. We must invest in our most valuable resource: The Filipino people. Data from the National Economic Development Authority attests to this success. According to them, the 27.9 percent poverty rate during the first semester of 2012 went down to 24.9 percent for the same period in 2013. These three percentage points are equivalent to 2.5 million Filipinos who have crossed the poverty line. There are still many achievements that the President stated and had attest his success, or should I say â€Å"OUR† success. The Filipino people must help and also lift themselves up if they want change in the society, the government and also their own lives. Just like what the President said, â€Å"Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.† The change must also come through the ideals of change by the people. I guess, if we want a change, a more evident change, it must come from the people. Helping themselves first, making themselves worthy for the society, and through this they can make change, with the partnership of the President and the government. After all, this is a â €Å"DEMOCRACY†, by the people, for the people.

Life Dosen’t Frighten Me Essay

The speaker takes on the stance that she is fearless against common fears in life She deals with her fears in an imaginary sort of way. She faces them with a magic charm ‘ that she keep[s] up [her] sleeve, not in a realistic way by marching up to them and facing them with courage, for example. The author denies that she actually has any fears. Magic, the way she deals with her fears , is not real therefore I believe she is in denial of her fears I don ‘t think the author is afraid of what anything in the actual poem I think that she has probably already faced and conquered these particular fears or been subjected to them at some point already in her life. This is why she does not fear them because they are not unknown. The author should not be afraid of these fears because they are mostly childhood fears I think she strongly refused to be afraid of them because they are childish fears If the author was actually afraid of shadows, noises, ghosts, dogs being alone, stranger s, and boys, I ‘d take it that she was very childish in her manners and had not been exposed to much in her life . While most children fear these things initially , they grow up and overcome those fears as they face life. I think that if the writer were to be afraid of these , she may possibly be classified in a stereotypical manner of a young girl , but certainly not a woman , especially in the twenty first century where woman ‘ suggest strength and power almost equal to that of man. However, girl ‘ still holds the stereotype of weaker frailer, and in need of being protected (from things such as fears I do not find it interesting at all that of these things frighten the speaker. I think the speaker is trying to be convey strength, but it is such an immature strength , that it is a very weak argument. According to the fifth stanza , the speaker seems to be saying that boys are nasty brutes who pick on the girls who appear to be extremely girly. The speaker probably fits in physically and stereotypically with the children , but mentally, emotionally, and intellectually she is older since she can detach herself from life . She is more artistic and free in that sense than her peers. Other indicators that the speaker is fearless is how she makes the ghosts go away I go boo. Make them shoo ‘ and her sense that anything is possible I can walk the ocean floor. And never have to breathe. Strangers in the dark frighten me slightly as do panthers, but only if they are loose.

Health in Comminities

# 2008 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria CMH2602/1/2009 ±2011 98316532 (iii) __________________________________ __________________________________ Contents WELCOME AND INTRODUCTION (vii) PART 1: THEORETICAL FOUNDATIONS IN COMMUNITY HEALTH 1 LEARNING UNIT 1: 2 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 1. 7 1. 8 1. 9 CONCEPTS AND THEORIES/MODELS IN COMMUNITY HEALTH Introduction Theoretical thinking as a language Choosing a theory/model to apply to community health The dimensions model of community health nursing Orem's self-care deficit theory of nursingNeuman's systems model/theory Pender's health promotion model Gordon's functional health pattern framework Conclusion 2 2 3 4 5 8 9 10 11 PART 2: THE INDIVIDUAL AND FAMILY AS CLIENT 13 LEARNING UNIT 2: 14 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 2. 7 2. 8 2. 9 2. 10 Introduction Defining the concept of family Structure of the family Types of families Stages of family d evelopment The family as social system Cultural values in the family Family functions Roles of the family Conclusion LEARNING UNIT 3: 3. 1 3. 2 3. 3 3. 4 3. 5 3. 6 3. 7 3. 8 3. 9 3. 10 3. 11 THE FAMILY AS CLIENT ASSESSING FAMILY HEALTH IntroductionAssessment of the family The biophysical dimension The psychological considerations The physical environmental considerations The socio-cultural dimension The behavioural considerations The health system considerations Diagnostic reasoning and the family as a client Planning, implementation and evaluation Conclusion 14 14 15 16 17 19 20 21 21 21 23 23 23 25 25 27 28 30 31 31 31 32 (iv) LEARNING UNIT 4: INFANTS FROM BIRTH TO 18 MONTHS 4. 1 Introduction 4. 2 Definition of child health 4. 3 Growth and development during infancy 4. 4 Developmental tasks 4. 5 Infant nutrition 4. 6 Cognitive-perceptual patterns . 7 Child abuse 4. 8 Stress in infancy 4. 9 Pathological processes 4. 10 Immunisation 4. 11 Conclusion 34 34 34 34 35 36 37 37 38 38 38 41 LEARNING UNIT 5: THE TODDLER (18 ±36 MONTHS) 5. 1 Introduction 5. 2 Age and physical changes 5. 3 Nutrition in toddlers 5. 4 Elimination and exercise patterns 5. 5 Sleep and rest pattern 5. 6 Cognitive-perceptual pattern 5. 7 Self-perception-self-concept pattern, roles-relationships pattern, child abuse, sexuality-reproductive pattern, coping with stress, and values and beliefs 5. 8 Pathological processes 5. 9 Social processes 5. 10 Conclusion 43 43 43 44 44 44 45LEARNING UNIT 6: THE PRE-SCHOOL CHILD 6. 1 Introduction 6. 2 Age and physical changes 6. 3 Cognitive-perceptual patterns 6. 4 Self-perception-self-concept pattern, roles-relationships pattern, sexuality-reproductive pattern, coping-stress pattern and values-beliefs pattern 6. 5 Pathological processes 6. 6 Social processes 6. 7 Conclusion 48 48 48 49 LEARNING UNIT 7: THE SCHOOL-AGE CHILD 7. 1 Introduction 7. 2 Age and physical changes 7. 3 Cognitive-perceptual pattern 7. 4 Self-perception-self-concept pattern, roles-rel ationships pattern, sexuality-reproductive pattern, coping-stress pattern and values-beliefs pattern 7. Pathological processes and social processes 7. 6 Conclusion 52 52 52 53 LEARNING UNIT 8: THE ADOLESCENT 8. 1 Introduction 8. 2 Age and physical changes: Gordon's functional health patterns 8. 3 Gordon's functional health patterns in adolescents 8. 4 Pathological processes in the adolescent 8. 5 Social processes 8. 6 Conclusion 56 56 56 57 58 59 59 45 46 46 46 49 50 50 51 54 55 55 (v) LEARNING UNIT 9: GENDER HEALTH 9. 1 9. 2 9. 3 9. 4 9. 5 9. 6 9. 7 Introduction The status of women Women's health status The lesbian/gay, bisexual and transgender (LGBT) client Men's health statusThe epidemiology of health for gay, bisexual and transgender men Conclusion LEARNING UNIT 10: CARE OF THE CLIENT IN THE WORK SETTING 10. 1 10. 2 10. 3 10. 4 10. 5 Introduction The objectives of occupational health The occupational health nurse's scope of practice Nursing care of working populations Conclusion LEARNING UNIT 11: THE OLDER ADULT 11. 1 11. 2 11. 3 11. 4 11. 5 11. 6 11. 7 11. 8 11. 9 11. 10 11. 11 11. 12 11. 13 11. 14 11. 15 11. 16 Introduction Age and physical changes Goals of health promotion Pattern of health perception-health management Nutritional metabolic patternElimination pattern Activity-exercise pattern Sleep-rest pattern Cognitive-perceptual pattern Self-perception-self-concept pattern Roles-relationships pattern Sexuality-reproductive pattern Coping-stress tolerance pattern and values-beliefs pattern Pathological processes Social processes Conclusion 60 60 61 62 63 63 64 64 65 65 66 66 66 67 68 68 69 70 70 70 70 70 70 71 71 71 71 71 71 72 72 PART 3: THE COMMUNITY AS CLIENT 75 LEARNING UNIT 12: HEALTH PROMOTION IN THE COMMUNITY 76 12. 1 12. 2 12. 3 12. 4 12. 5 12. 6 12. 7 12. 8 12. 9 12. 10 12. 11 12. 12 Introduction Definition of a communityDefining the term community health The community as a client Goals of community-oriented practice Strategies for improving community health Community partnerships Community-focused nursing process Planning Implementation Evaluation Conclusion 76 76 77 77 77 79 79 79 80 81 83 83 (vi) LEARNING UNIT 13: INTERVENTIONS FOR HEALTH PROMOTION IN THE FAMILY 13. 1 13. 2 13. 3 13. 4 13. 5 13. 6 13. 7 13. 8 13. 9 Introduction Definitions of health promotion Interventions for health promotion The purpose of health education The health educator Principles for health education Implementation of the educational planEvaluation of the educational process Conclusion LEARNING UNIT 14: ISSUES IN COMMUNITY HEALTH 14. 1 14. 2 14. 3 14. 4 14. 5 14. 6 14. 7 14. 8 Introduction Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (Aids) Tuberculosis (TB) Poverty Homelessness Violence Community resources Conclusion 84 84 84 85 85 86 88 89 89 90 92 92 92 93 94 94 95 95 97 BIBLIOGRAPHY 98 ANNEXURE A: FEEDBACK FOR SCENARIO IN LEARNING UNIT 3 ? LEARNING UNITS 4 ±12 99 ANNEXURE B: FACTS ABOUT IMMUNISATION 106 ANNEXUR E C: THE REVISED EXPANDED PROGRAMME ON IMMUNISATION IN SOUTH AFRICA (EPI-SA) SCHEDULE 08 ANNEXURE D: PLANS TO ADD TWO NEW VACCINES TO PREVENT PNEUMONIA AND DIARRHOEA IN BABIES 110 ANNEXURE E: PRIVATE VACCINES SCHEDULE 111 (vii) Welcome and ____________________________ introduction ____________________________ Welcome to this second-level module on health in communities. You will learn about the concepts and theories/models involved in community health to equip you with a theoretical foundation for this module. The aim of this module is to equip you with knowledge about the life span of the individual in order to give you skills to work with families in the community.You will also gain a holistic approach towards critical issues in the community. You should grow and develop into a competent and skilful practitioner who can identify needs and problems relating to family health and respond to them in an innovative way. Working through this module will enrich your life not only professi onally, but also personally. The nature of this study guide This study guide has been designed in an interactive way with the aim of guiding you through two prescribed books. As you work through this study guide you should integrate the information in the study guide with the information in your prescribed books.The Internet has a wealth of information and you are advised to use the Internet as often as possible to broaden your knowledge on certain topics. Prescribed books You are expected to purchase the following prescribed books for this module: Clark, MJ. 2008. Community health nursing: advocacy for population health. 5th edition. Englewood Cliffs, NJ: Prentice-Hall. Edelman, CL & Mandle, CL. 2006. Health promotion through the lifespan. 5th edition. St Louis: Mosby. Edelman and Mandle (2006) has very valuable information on health promotion and covers the entire life span, from birth to death.In addition to your study guide, this book is very important: you will find a wealth of information. Clark (2008) is a book on community health nursing that emphasises the dimensions model of community health nursing right through. This is a very valuable model which will help you to gain a holistic and systematic approach towards the individual, family and community. (viii) The information in these two books is complementary. Together with the study guide it will help you to gain the knowledge and skills you will need to supply health care to individuals, families and communities.Activities The activities are planned to either reinforce content, to guide you to tackle upcoming content, or to motivate you to think about issues. You will note that in part 2 of the study guide there is only one activity at the end of each learning unit: here we want you to apply the dimensions model of community health to a member of the family. Feedback on all these activities will be given in annexure A. This CMH2602 module runs parallel with the practice module for Community Health, CMH2126. The theory cannot be separated from the practice. IconsYou will find a series of icons in the text to guide you as you progress with your studies. Activity When you see this icon, you will know that you must complete an activity. We may ask you to read a specific section in the prescribed literature, apply given information, think about topics that have not been introduced, find your own information or ask other people for information. Please read the instructions carefully. Assessment criteria This icon indicates the questions that you can use to assess your own understanding of the work. These questions are adapted from the outcomes.You are told what you should do to prove that you have met the learning outcomes. Prescribed reading When you see this icon, study or read the prescribed book as indicated, before continuing with the next section. Learning outcome This icon tells you how you will benefit in the field of practice if you know the content of the specific learning unit. The outcomes tell you what you will be able to do after you have studied the work. h Feedback This icon tells you what was expected from you when you did the activity. It will not necessarily give you all the facts but will give you guidelines on how to answer the question.Not all of the activities will have feedback because many of the answers are given in your prescribed books. (ix) Conclusion This module is designed to enable you to work with families in the community. It is based on the needs and problems of the family. It covers individuals who are part of the family and the family as part of the community. After completion of this module, together with the practice module, you will be able to take responsibility for practising as an independent community nurse in any community setting. PART 1 THEORETICAL FOUNDATIONS IN COMMUNITY HEALTH 2 Learning unit 1Concepts and theories/ models in community health Outcomes Since theories/models provide you with the knowledge you nee d to practise community health in a scientific way, it is essential for you to be familiar with the various theories/models in the field to be able to apply them to community health. When you have worked through this learning unit you will be able to: * * * * 1. 1 describe various concepts in theoretical thinking explain selected theories/models in detail describe the key concepts and themes of the selected theories/models apply the theories/models to community healthIntroduction While we will discuss theories/models in general in this learning unit, we will also deal with several selected theories in more depth in order to indicate how they can be applied to community health. It is currently accepted that theories form the basis of community health. Since theories provide us with the knowledge we need to practise community health in a scientific way, it is essential for the community nurse to be familiar with the various theories/models in the field and to be able to apply them to community health. 1. 2 Theoretical thinking as a languageThe terms theory, model, conceptual framework, conceptual model are often used synonymously in literature. The literature reflects various conflicting opinions about the terms, their usage and meaning. According to Polit and Beck (2008:141) a conceptual model or a conceptual framework represents a more informal mechanism for organising and discussing phenomena or concepts, while theories are more formal in nature. Conceptual theories, frameworks and models are composed of concepts or constructs. These concepts or constructs are interdependent because they systematically demonstrate the relationship between variables.A model is a symbolic representation of concepts or variables with an interrelationship. A phenomenon is the abstract concept under study, often 3 used by qualitative researchers, while a concept is a description of the objects or events that form the basis of a theory. Both models and theories can describe and pre dict the relationship between phenomena. Models and theories are terms that are often used interchangeably in literature. The term theory is often used to refer to the subject content that student nurses must be taught in the lecture room to acquire the information they need to perform the nursing tasks in practice.Researchers such as Polit and Beck (2008:768) define theory as â€Å"an abstract generalisation that presents a systematic explanation about the relationships among phenomena†. Theories include principles for explaining, predicting and controlling phenomena. In all disciplines theories serve the same purpose. This purpose is to make scientific findings meaningful, and to make it possible to generalise. A theory is composed of concepts and constructs that are systematically related and that are also goal-oriented (Stanhope & Lancaster 2006:196). Types of traditional theories include grand theories and middle-range theories.Grand theories describe and explain large s egments of the human experience which are very broad. Middle-range theories explain more specific phenomena such as stress, self-care, health promotion and infant attachment. Metatheory is a term used to label theory about the theoretical process and theory development (Polit & Beck 2008:141). Metaparadigm refers to the main concepts that identify the phenomena or ideas of interest to a discipline, in this case the discipline of nursing. They provide the boundaries for the subject matter of the discipline.The metaparadigm concepts for nursing include person, environment, health and nursing (Clark 2008:67). However, current literature suggests that a four-concept metaparadigm for the discipline of nursing is too limited and suggests additional concepts such as transitions, interaction, nursing process, nursing therapeutics, self-care, adaptation, interpersonal relationships, goal attainment, caring, energy fields, human becoming and other concepts. The best-known and most used concep ts are however the first four: person, environment, health and nursing. 1. 3 Choosing a theory/model to apply to community ealth Choosing a suitable theory or model is not always an easy task ? especially when most theories are geared towards the care of individuals and were never designed to apply to groups or communities. The theory or model that is chosen must be flexible enough to be adapted to the community health situation and its aim must be to provide guidance for those who practise community health. The importance of the family or community network and the social network must both be clearly reflected, and the theory or model must be realistic and simple enough to understand and apply.In addition, the theory/model should harmonise with the community nurse's views about the individual, the environment, personal health and community health. You may find that the theory that is chosen may not always fulfil all your expectations and that it may also not be applicable to all cir cumstances. You may often be required to make adjustments or to develop your own personal model on the basis of existing theories. 4 Activity Explain why community health nursing should be based on a model or theory. h Feedback You should have considered the following points: * * * * * 1. 4A systematic approach is needed. Theories/models assist community nurses to evaluate health status and to plan, implement and evaluate effective nursing care. The model/theory used directs attention to relevant aspects of the client situation and to appropriate interventions. Epidemiologic models help in examining factors that influence health and illness. Nursing models suggest interventions to protect, improve and restore health. The dimensions model of community health nursing Clark's (2008:69) dimensions model of community health nursing is one of the few models designed for community health.This model is described in detail in your prescribed book (Clark 2008) and will therefore only be summa rised here. This model is a revision of the previously titled Epidemiologic Prevention Process Model. The dimensions model incorporates the nursing process and the levels of prevention as well as an epidemiologic perspective on the factors influencing health and illness. The dimensions model consists of three elements: the dimensions of health, the dimensions of health care and the dimensions of nursing. The dimensions of health include: * * * * * * the the the the the he biophysical dimension psychological dimension physical environmental dimension socio-cultural dimension behavioural dimension health system dimension The dimensions of health care include: * * * primary prevention secondary prevention tertiary prevention The dimensions of nursing include: * * * * cognitive dimension interpersonal dimension ethical dimension skills dimension 5 * * process dimension reflective dimension You should study this model to enable you to assess the health status of individuals, families or communities and to guide your nursing interventions.Prescribed book Study chapter 4 in Clark (2008, or later editions), on the dimensions model of community health nursing. Activity (1) Name the three elements of the dimensions model of community health nursing. (2) List the dimensions included in each element. (3) Give an example related to the dimensions in each element that addresses the health of a population group. 1. 5 Orem's self-care deficit theory of nursing Orem proposes a general theory of nursing which she calls the theory of self-care deficit. Orem's theory focuses on people's ability to practise self-care.The dominant theme of her philosophy of health is that people should be empowered and encouraged to practise their own self-care by means of their own efforts or with the help of significant others. Orem's self-care deficit theory of nursing consists of three interrelated theories: the theory of selfcare, the theory of self-care deficit and the theory of nursing syste ms. This theory is consistent with community health, based on the following premises: * * * Individuals and groups must accept responsibility for their own health and consequently care for themselves.The community nurse should provide the necessary training and support that will enable individuals or communities to do this. The community nurse should intervene only when a deficit or need arises in the selfcare framework. The World Health Organization (WHO) also strongly emphasises that self-care and selfresponsibility play an important role in achieving the goal of optimal health. 1. 5. 1 Theory of self-care In order to understand the theory of self-care, one must first understand the concepts of self-care, self-care agency, basic conditioning factors and therapeutic self-care demand.Self-care include those activities and decisions which a person undertakes in order to maintain life, health and well-being. These activities are acquired by learning, and they contribute to the mainten ance of human development and functioning. 6 Self-care agency refers to the ability of a person to exercise self-care in daily life. The ability to care for oneself is affected by basic conditioning factors: age, gender, developmental state, health state, socio-cultural factors, health care system factors, family system factors, patterns of living, environmental factors and resource adequacy and availability.Therapeutic self-care demand is the sum total of the measures which are called for at a particular time for the promotion and maintenance of health, development and general well-being. In the case of self-care, purposeful actions and steps are taken. Although selfcare should benefit an individual's health, his or her perception of self-care may not always promote good health, as is the case with a person who smokes in the belief that it reduces his or her stress levels. Self-care requisites refer to the reasons for which self-care is undertaken.The three categories of self-care requisites include universal, developmental, and health deviation. Universal self-care requirements include those processes which are essential for the normal functioning and maintenance of health and life, such as the following processes: * * * * * * having and maintaining sufficient fresh air/oxygen, water and food intake finding the balance between exercise and rest, and having social interaction avoiding dangers and obstacles that can compromise human functioning and well-being promoting human functioning and development in a group roviding care associated with elimination processes and personal hygiene keeping a balance between being alone and social interaction Developmental self-care requisites are divided into two categories: * * The first concerns the maintenance of those conditions which are favourable to a person's normal growth and development. The second is concerned with the prevention of those negative conditions, forces, influences and factors which can hinder and ob struct normal development. Awareness of such requirements reflects a person's level of development and his or her general capacity for self-care.Health deviation self-care is necessary for preventing illness, injury and retardation. It involves taking whatever steps are necessary for preventing or treating illness or disability effectively. The requisites for health deviation self-care include: * * * * * * seeking and securing appropriate medical assistance being conscious of and attending to the effects and results of pathologic conditions conducting medically prescribed diagnostic, therapeutic and rehabilitative measures attending to or controlling the negative effects of prescribed medical treatment effectively ccepting oneself as being in a specific state of health and in need of particular forms of health care developing and sustaining health-optimising lifestyles 1. 5. 2 Theory of self-care deficit The theory of self-care deficit forms the core of Orem's general theory of nurs ing. According to this theory, an adult who is unable to practise self-care requires dependent care; this refers to an adult who does not have the ability to meet his or her own needs or 7 only has partial ability to take care of himself or herself. This may happen or example when a person falls ill and this illness generates new demands, requiring the implementation of complex measures and specialised knowledge. Orem cites the following examples of support or help which can be offered in such circumstances: * * * * * acting on behalf of a person or undertaking certain activities for this person until he or she can once again care for himself or herself more independently providing guidance and direction in the new situation providing physical and psychological support creating and maintaining a new environment which supports personal development providing appropriate relevant instructionsA self-care deficit occurs where there is a discrepancy between the need for self-care and the ability to manage this self-care. In such circumstances the individual needs to be assisted and educated to administer whatever self-care he or she may need. In short, a self-care deficit occurs when a person is unable to practise appropriate self-care on his or her own or without external assistance. 1. 5. 3 Theory of nursing systems The theory of nursing systems consists of two components: the nursing agency, and nursing systems.The nursing agency refers to the characteristics of people who are trained as nurses that enable them to act, to know and to help others meet their therapeutic self-care demands by developing their own self-care agency. Nursing systems are created when nurses use their knowledge and skills to plan and implement nursing care where there are deficiencies in self-care. The aim of intervention by the nurse is to compensate for the self-care activities which the individual, family or community cannot maintain at an optimal level. These compensatory activities a re classified into: * * *The wholly compensatory system where the community nurse becomes the self-care agent to compensate for the client's inability to maintain his or her own self-care. The community nurse cares for and supports the client wholly. For example, this would happen where a person is in a coma and cannot consciously look after himself or herself. The partly compensatory system where the client is capable of certain self-care measures but only to a limited degree. The aim of health care intervention is to lend support and carry out certain activities on behalf of the client until he or she is able to resume them again.The supportive/educational system where the client can manage self-care but needs the support and guidance of the community nurse. The community nurse regulates the selfcare agent's performance and development so that he or she can function more independently (George 2002:126). Activity (1) Describe the different components of the self-care deficit theory of nursing. 8 (2) Explain what is meant by a self-care deficit. (3) A mother and her two-month-old baby visit your clinic. The baby is not gaining sufficient weight and the mother appears tired and stressed. Identify the self-care deficit in this particular case. h FeedbackYou should have covered the following points in your answer: (1) The mother is not able to care for herself with the demands of a new baby. (2) She therefore needs health education and advice on how to handle the situation. 1. 6 Neuman's systems model/theory According to Neuman, her personal philosophy of helping each other live contributed to development of the holistic systems perspective of the her systems model. Neuman's theory is based on: * * the two main components of stress and the individual or his or her body's reaction to that stress the community's reaction to certain stress factors (stressors) in the environmentNeuman based her systems model on a general systems theory and regards the client as an op en system which reacts to stressors in the environment. Stressors may be intra-personal, inter-personal or extra-personal. Intra-personal stressors occur within the client system boundary and correlate with the internal environment (eg feelings such as anxiety or anger within a person). Inter-personal stressors occur outside the client system boundary and have an impact on the system (eg stimuli between people such as role expectations). Extrapersonal stressors also occur outside the ystem boundaries, but are further away from the system than the inter-personal stressors (eg work or finances). Environment includes all the external and internal influences that surround the client system. The external environment exists outside the client system and the internal environment exists within the client system: * * * * The client system contains a basic structure or core construct (individual, family community) which is protected by lines of resistance. The basic structure includes system variables such as physiological, psychological, socio-cultural, developmental and spiritual variables.Penetration of the basic structure results in death. The normal level of health is identified as the normal line of defence which refers to the client's usual state of wellness and represents stability over time. When the normal line of defence is invaded or penetrated, the client system reacts, for example with symptoms of illness. The flexible line of defence prevents stressors from invading the system and is a dynamic state of wellness that changes over time. It can for example be altered in a relatively short period of time by factors such as inadequate sleep or food.The lines of resistance protect the basic structure and become activated when the normal line of defence is penetrated by environmental stressors. If sufficient energy is 9 * available, the normal line of defence is restored; but if the lines of resistance are not effective, death may follow. Reconstitution involves stabilisation of the system and movement backwards to the normal line of defence. Health care intervention takes place in the prevention modalities, that is the primary, secondary and tertiary levels of prevention. (Clark (2008:67)) Prescribed reading Study Neuman's model in Clark (2008, or later editions).Activity (1) (2) (3) (4) Explain what Neuman means by client variables. Describe the concepts of line of resistance and normal line of defence. Describe Neuman's view on health. Define the term stressor. This theory/model can also be applied to community health because a preventive approach is followed and because of its flexibility. 1. 7 Pender's health promotion model Pender described a model which is applicable to community health in particular. This model is based on principles of health promotion and, to a certain extent, corresponds with the Health Belief Model.Pender's health promotion model comprises three basic concepts, namely individual perceptions, variables which can influence healthy behaviour and the probability that actions will be taken to promote health: * * * Individual perceptions include factors such as how important health is seen to be, perceptions on control and effectiveness, the definition of health, the state of health, the advantages inherent in preventive measures, and possible obstacles. Variables include factors such as demography, income, literacy, culture and family health patterns.The probability that action will take place includes matters such as ? ? ? ? how highly the person rates or values action any previous experience with health personnel the availability and affordability of preventive services the threat that the condition holds for the individual or family Prescribed reading Study Clark (2008, or later editions), the section on Pender's health promotion model. 10 Activity (1) Name the variables which can affect the preventive actions that a family and a community may take. (2) Write short notes on individual perce ptions and indicate how they can influence health-promoting actions.Pender's model is applicable to community health because the promotion of health is taken as the starting point and factors which influence the measures for promoting health are defined and emphasised. The model can guide and lead the community health nurse in promoting health. On the grounds of the variables and perceptions that are identified, she/he can make decisions on the degree of intervention that is necessary. For example a degree of knowledge and motivation may seem necessary to allow the community to take certain promotive actions, or to decide whether or not the available options are acceptable.The community health nurse's task could then be to give the community the necessary information or to influence them to modify perceptions that are detrimental to their health. Depending on the specific problems or behaviour that deviates from a healthy living pattern, the culture of the community, the level of li teracy and so on, the community health nurse can plan a programme or develop his or her own model based on Pender's promotive model. (Clark 2008:257) 1. 8 Gordon's functional health pattern frameworkHistorically, conceptual models in nursing have employed Gordon's health-related behaviours and developed them into an assessment model with 11 functional health patterns. Your prescribed book (Edelman & Mandle 2006) uses this framework throughout in the assessment of each developmental stage. The 11 functional health patterns include: * * * * * * * * * * * pattern of health perception-health management nutritional-metabolic pattern elimination pattern activity-exercise pattern sleep-rest pattern cognitive-perceptual pattern self-perception-self-concept pattern roles-relationships pattern sexuality-reproductive pattern oping-stress tolerance pattern values-beliefs pattern (Edelman & Mandle 2006:131) Read Edelman and Mandle (2006 or later edition), the section on functional health pattern s: assessment of the individual. 11 1. 9 Conclusion Various theories/models applicable to community health were discussed in this learning unit. It is very important that you as a community health nurse have an understanding of these theories/models and how they could be applied to community health. Assessment criteria (1) Define the following terms: ? ? ? ? ? theory model conceptual framework phenomenon concept (2) (3) (4) (5) 6) Define the different constructs of Orem's theory. Explain the defence mechanism in Neuman's theory. Describe the principles on which Pender's promotion of health model are based. Name the three elements of the dimensions model of community health nursing. Name the dimensions of the dimension of health in the dimensions model of community health nursing. (7) List the functional health patterns in Gordon's functional health pattern framework. Note: Application of selected models/theories will be assessed in part 2 of the study guide. 12 PART 2 THE INDIVIDUAL AND FAMILY AS CLIENT 14 Learning unit 2The family as client Outcomes When you have worked through this learning unit you will be able to: * * * * * * * 2. 1 describe the concept of family describe the structure of the family describe different family types and their characteristic features describe the stages of family development discuss family functions describe the family as a social system discuss cultural values in the family Introduction The family is the basic social unit in any community. Family members usually share living arrangements, responsibilities, goals, the continuity of generations, and a sense of belonging and affection.How well a family works together and meets any crisis depends on the composition of the family (the structure), the activities or roles performed by family members (the functioning) and how well the family is able to organise itself against potential threats. 2. 2 Describing the concept of family Clark (2008:318) states: â€Å"A family is a compo sed of two or more persons who are joined by bonds of sharing and emotional closeness and who identify themselves as being part of the family. Unlike those of other social systems, family relationships are characterized by intimacy, emotional intensity, and persistence over time. ‘ Santrock (2006:216) states: â€Å"[The family is] a social system, a constellation of subsystems defined in terms of generation, gender and role. Divisions of labour among family members define particular sub-units, and attachments define others. Each family member is a participant in several subsystems. Some are dyadic (involving two people) some polyadic (involving more than two people). † Stanhope and Lancaster (2006:322) refer to the following definition: â€Å"A family refers to two or more individuals who depend on one another for emotional, physical, and/or financial support.The members of the family are self-defined. † 15 Activity Ask different members of the multi-disciplinary health team to define family. Analyse the responses for similarities and differences. 2. 3 Structure of the family Family structure is the organised pattern or hierarchy of members that determines how they interact. Components of a family structure include the role of each family member and how they complement each other, the family's value system, communication patterns and power hierarchy. The family structure influences the way that a family functions. Allender & Spradley 2005:526) The genogram shows family information graphically in order to view complex family patterns over a period of time, usually three generations or more. d. 1956 Heart Peg 71 Housewife Al 72 Grocer Sue Housewife John Steelworker d. 1982 Cancer Mark 37 Engineer Jan 36 Housewife Jim 9 Jack 46 Mechanic Mary 16 Pat 41 Waitress Married 1979 Steve 18 Clerk Earl 17 Student Detroit Fig 2. 1 Genogram Source: Allender & Spradley (2005:528) Nan 4 Married 1977 Divorced 1979 Joe 45 Teacher Sam 20 Student Lou 13 Los Ang eles Married 1983 Ann 39 Nurse Pam 11 16 ActivityDraw a genogram of your own family. 2. 4 Types of families There are many family types and a family type may change over time as it is affected by birth, work, death, divorce and the growth of family members. * * * * * * * The nuclear conjugal family. The traditional nuclear family structure consists of a husband, wife and children. Most young people move away from their parents when they marry and form nuclear families (no grandparents, aunts or uncles live in the home). The nuclear family is found in all ethnic and socio-economic groups, and is accepted by most religions.Today the number of nuclear families is declining as a result of the increase in divorce, single parenthood and remarriage, the acceptance of alternative lifestyles, and greater disparity. The extended (multi-generational) family. The extended family includes the nuclear family as well as other family members such as grandmothers, grandfathers, aunts, uncles, cousin s and grandchildren. The advantage of such a family is that it means more people may serve as resources during crises and also provides more role models for behaviour and learning values. The single parent family.Single parent families consist of an adult woman or man and a child or children. Single parent families result from divorce, out-of-wedlock pregnancies, absence or death of a spouse, or adoption by a single person. A health problem in a single parent family is almost always a serious matter, because there is no backup person for childcare when the parent is ill. The blended family. The term blended family refers to a remarriage or a reconstituted family, where a divorced or widowed person with children marries someone who also has children of his or her own.Children of blended families are exposed to different ways of living and also have increased security and resources. They may become more adaptable to new situations. However, rivalry may arise among the children for the attention of a parent or there may be competition with the step-parent for the love of the biological parent. The communal family. The communal family is made up of groups of people who have chosen to live together as an extended family group. Their relationships with each other are motivated by social values or interests rather than by kinship.Because of the number of people present, members may have few set traditional family roles. The values of commune members are often religiously or spiritually based and may be more oriented to freedom and free choice than those of a traditional family structure. The cohabitation family. The cohabiting family consists of two persons who are living together, but remain unmarried. They may be heterosexual or homosexual. Some such relationships are temporary but others are long-lasting. Reasons for cohabitation include the desire for a trial marriage, the increased safety that results from living together and financial factors.The single allianc e family. Many single young adults live together in shared apartments, dormitories or homes for companionship and financial security. Although these relationships are often temporary, they have the same characteristics as cohabitation families. 17 * * The homosexual family. The homosexual family is a form of cohabitation where a same sex couple live together and share a sexual relationship. Such a relationship offers support in times of crisis that is comparable with that offered by a traditional nuclear or cohabitation family. The foster family. Children whose parents are unable to care for them are laced in a foster home by a child protection agency. Foster parents usually receive remuneration for their care. Foster families may also include the parents' own biological or adopted children. Foster care is theoretically temporary until children can be returned to their own parents (Clark 2008:318). Prescribed reading Read Clark (2008, or later edition), types of families. 2. 5 Stage s of family development Stage 1: Beginning family During this first stage of family development, members work to accomplish three specific tasks: * * * to establish a mutually satisfying relationship to learn to relate well to their families of origin f applicable, to engage in reproductive life planning The first stage of family life is a tenuous one, as evidenced by the high rate of divorce or separation of partners at this stage. The time frame for this stage extends from marriage to the birth of the first child. Stage 2: The early child-bearing family The birth or adoption of a first child is usually an exciting yet stressful event in a family. It requires economic and social role changes. The duration of this stage is from the birth or adoption of the first child to 30 months after this date. The following developmental tasks are usually accomplished during this stage: * * * he establishment of a stable family unit the reconciliation of conflict regarding developmental tasks fa cilitating developmental tasks of family members Stage 3: The family with pre-school children A family with pre-school children is a busy family as children at this age demand a great deal of time related to growth and developmental needs and safety: accidents are a major health concern at this stage. The time frame for this stage is when the oldest child is two to five years of age. Developmental tasks during this stage include: * * * integration of second or third child socialisation of children beginning of separation from children 18Stage 4: The family with school-age children Parents of school-age children have the major responsibility of preparing their children to be able to function in a complex world. At the same time they have to maintain their own satisfying marriage relationship ? this can be a difficult time for a family. Many families need the support of tertiary services such as friends, church organisations or counselling. The time frame for the family with school-ag e children is when the oldest child is 6 to 13 years old. Developmental tasks during this stage include: * * * separation from children to a greater degree fostering education and socialisation aintenance of marriage Stage 5: The family with teenage/adolescent children The primary goal for parents with teenagers differs considerably from that of the previous developmental stages. Family ties must now be loosened to allow adolescents more freedom and prepare them for life on their own. Rapid technological advances have increased the gap between generations ? this can make stage 5 a trying time for both parents and children. Violence, accidents, homicide and suicide are the major causes of death in adolescents ? and death rates from HIV are growing. This places a still greater responsibility on the family.The time frame for this stage is when the eldest child is 13 to 20 years of age. Developmental tasks of this stage include the following: * * * maintenance of marriage development of new communication channels maintenance of standards Stage 6: The launching centre family For many parents this stage when children leave to establish their own households is the most difficult. It appears as though the family is breaking up and parental roles change from those of mother and father to guideposts. The parents may experience a loss of self-esteem as they feel themselves replaced by other people.For the first time they may start feeling old and less able to cope with responsibilities. The time frame for this stage is from the time the first child leaves home to the time the last child leaves home. The following developmental tasks should be accomplished during stage 6: * * * * * promotion of independence integration of in-law children restoring of marital relationship developing of outside interests assisting own aging parents Stage 7: The family of middle years At this stage a family returns to a two-partner nuclear family, as before childbearing.Some partners see thi s stage as the prime time of their lives with the opportunity to do things they never had time or finances for, such as travelling and hobbies. Others may experience this time as a period of gradual decline without the constant activity and stimulation of children in the home and may experience the â€Å"empty nest† syndrome. Support people may 19 also not be as plentiful as earlier in the parents' lives. The time frame for this stage is from the time the last child leaves to retirement. Developmental tasks for this stage include: * * * developing leisure activities provision of a healthy environment ustaining a satisfying relationship with children and grandchildren Stage 8: The family in retirement or older age The number of families of retirement age is increasing rapidly, with people living longer as a result of advanced technology, medical research and increasing health consciousness. Family members of this group are, however, more apt to suffer from chronic and disablin g conditions than people in the younger age groups. The time frame for this stage lasts from retirement to death. Developmental tasks include the following (Clark 2008:323): * * * maintaining satisfying living arrangements adjusting to reduced income djusting to loss of spouse Prescribed reading Study Duvall's and Carter and McGoldrick's stages of family development in Clark (2008, or later editions). 2. 6 The family as social system All families share certain characteristics. Every family is a social system with its own cultural values, specific roles, functions and structure and each family moves through recognisable developmental stages. A social system consists of a group of people who share common characteristics and who are mutually dependent. What affects one member affects the whole family, and vice versa. Families have certain features that differ from other social systems: * * * Families last longer than many other social systems. Families are inter-generational social sys tems consisting of three or sometimes four generations. Family systems include both biological and affinal relationships (relationships created by law or interest). Biological aspects of family relationships create links to a larger kin group that are not found in other social systems. A social network support map gives a detailed display of the quality and quantity of social connections. The community nurse can use this to help the family understand its support systems and to form a basis for nursing interventions. 20 Fig 2. Social network support map Source: Allender & Spradley (2005:528) 2. 7 Cultural values in the family The cultural values in a family can have a major influence on how a family views health and health care systems. Each new generation takes on the values of the previous generation, passing traditions and cultures from generation to generation. A family's cultural values and behaviours can either facilitate or impede the promotion of health and prevention of dise ase. Prescribed reading Read Clark (2008, or later editions), the chapter on the cultural context. Activity (1) Apply the four principles of cultural assessment to the family. 2) Discuss culturally competent care. h Feedback Note the following points: 21 (1) You needed to view the culture in the context in which it developed, examine the underlying premise of culturally determined behaviour and the meaning of behaviour in the cultural context. There is a need to recognise intercultural variation. (2) You needed to define cultural competence, consider the characteristics and challenges of cultural competence and the modes of culturally competent care. 2. 8 Family functions Family functions are the activities that a family performs to meet the needs of its members.These needs include basic needs such as food, clothes, housing, emotional support and guidance. All families ? regardless of the type of family ? have in common these basic needs that require a family to function in certain ways to ensure family survival. As the social system changes, the family system has to adapt if it is to meet individual needs and equip its members to participate in the social system. The family is a hierarchical system which is usually built on kinship, power, status and privileged relationships that may be related to age, gender, personality and health. All family functions can be reduced to two basic ones: * *