Role of the Nurse Leader in Evaluating Data Essay Example for Free

Role of the Nurse Leader in Evaluating Data Essay Role of the Nurse Leader in Evaluating Data to Improve Quality and Safety Recent nursing literature indicates it is critical that nurse leaders construct a culture of safety to develop and maintain a successful fall prevention program (Johnson et al., 2011). Data exists readily in healthcare systems that nursing leaders may use to understand nursing performance and improve patient outcomes (Diers, Hendrickson, Rimar, Donovan, 2013). The purpose of this paper is to discuss the importance of nursing leadership’s use of data to improve patient quality and safety. Data Overview Data provided in the NURS 4020 course [lecture notes] (â€Å"Evaluating Data†, n.d.) and the Patient Fall Data (Excel, n.d.) document indicate patient fall rates have increased over the last four months to an unacceptable level on a telemetry unit (Laureate Education, Inc., n.d.). Patient population data indicates the majority (68%) of patients is arewomen, all have a cardiac diagnosis, and the average age is 72.4 years. The majority of patients receive diuretic therapy (94%), and 12% have a secondary diagnosis of disorientation or confusion. Additionally, one full-time employee has been removed from the night shift (11p-7a) to the evening shift (3p-11p). â€Å"Data hold the key to risk reduction – to understanding not only what happened but why – and point the way toward solutions† (Siegal Ruoff, 2015, p. 25). Analyzing the data in the patient fall data set (Excel, n.d.) reveals that 59% of falls occur over a weekend, and 62% of falls occur between 3a-11 a. Staffing on weekends and especially between 3a-11a may not be appropriate to manage tasks and safeguard patients from falls. (Williams, Szekendi, Thomas, 2013). A high number of falls occur two hours after mealtime. Assessing patient needs every one or two hours has been reported helpful to prevent patient falls (Williams, Szekendi, Thomas, 2013). The average age of patients on the telemetry unit is 72.4 years of age (â€Å"Evaluating Data†, n.d.). Twelve percent of patients have secondary  diagnoses of confusion or disorientation. William et al., (2013) state patients exhibiting confusion and disorientation have an increased risk of falls. The National Guideline Clearinghouse (National Guideline Clearinghouse, Prevention of falls, 2012) recommends assessment of all adults over age 65 upon admission for dementia and delirium. Patients with delirium and dementia are at a much higher risk of falls. Why? How do the cardiac medications influence the fall rate? What about the l ayout of the unit? Quality Improvement Plan The DMAIC method of Six Sigma is a process improvement method whereby nurse leaders develop quantitative data to implement a quality management program. The first step in the DMAIC process is to identify what measure will indicate success (Sullivan, 2013). A baseline measurement must include what fall prevention strategies are in place presently. An assessment of staff knowledge of fall prevention strategies is necessary to determine deficits. In the example provided, 47 patient falls have occurred in 4 months. An appropriate goal is patient falls are reduced by 50% in the next quarter or four months. The second step in the DAMIC process is to provide a baseline of performance. The patient fall data set (Excel, n.d.), provides this baseline data. Accurate data must be utilized to create a successful quality improvement plan (Siegal Ruoff, 2015). The next three steps consist of analyzing the data set to determine appropriate interventions, improving performance through interventions, and last control and sustain improvements (Sullivan, 2013). Implementation of an evidence-based plan to improve patient falls include asking the right questions, acquiring and appraising evidence, and applying evidence to practice. Refinement of a quality improvement plan includes adjusting processes as needed (Seidel Newhouse, 2012). Rogers change model is appropriate for implementing change in a fall prevention program. Sullivan (2013) states the first step is assessing knowledge related to fall risk and prevention. Secondly, persuasion is utilized to convince staff of a need for fall prevention focus and prevention program. Senior leadership must support the fall prevention initiative for success and sustainability of quality improvement projects (Sullivan, 2013). The third step in Roger’s change model is decision-making. Decisions must be made regarding how implementation will  occur. Implementation and confirmation follow. National Guideline Clearinghouse (2012) suggests successful fall prevention programs are supported by organizational leadership and include interdisciplinary team members to oversee the program. Reliable risk assessments, as well as communication of the assessment and plan, are imperative to the success of a fall prevention program. Clinical staff and interdisciplinary team members must receive fall prevention education. Patients, family members, and non-clinical staff must also receive fall prevention education. Organizational leadership must foster a culture of safety that includes on-going analysis of fall rates and injuries sustained, as well as effectiveness of fall prevention measures (National Guideline Clearinghouse, Prevention of falls, 2012). Leadership Characteristics Shared leadership is a leadership style that incorporates principles of participative and transformational leadership to empower staff to make changes in health care (Sullivan, 2013). Complex problem resolution require solutions that more than one individual may be capable of providing. Including a panel of experts or a team approach to problem resolution may be most beneficial in implementing a fall prevention program. Nurse Managers must encourage and create a culture of safety and quality. Providing open discussion and brainstorming sessions to uncover how, when and why patient falls occur will assist in formulating a fall prevention plan.Very good plan This type of open communication also encourages a â€Å"just culture.† Sullivan (2013) explains a â€Å"just cultures† allow reporting of errors in an environment where staff does not fear retribution for reporting errors or near misses (Sullivan, 2013). Summary Nurses have an ethical responsibility to protect patients from harm (Fowler, 2008). Patient falls remain one of the most frequently occurring safety incidents in hospitals (Johnson et al., 2011). Nurse leaders must identify problems in safety and quality through data collection, communication with staff and multidisciplinary departments. Numerous evidence-based strategies are available to improve nursing practice and patient safety. Creating a culture of safety culture is accomplished through shared leadership. Utilizing quality improvement processes and change management strategies  discussed in this paper will provide greatest success and sustainability of change necessary to protect patients from harm. References Diers, D., Hendrickson, K., Rimar, J., Donovan, D. (2013). Understanding nursing units with data and theory. Nursing Economics, 31(3), 110-117. Fowler, M. D., American Nurses Association. (2008). Guide to the code of ethics for nurses: Interpretation and application. Silver Spring, MD: American Nurses Association. Johnson, J. E., Veneziano, T., Green, J., Howarth, E., Malast, T., Mastro, K., Smith, A. (2011, December). Breaking the fall. The Journal of Nursing Administration, 41, 538-545. Laureate Education, Inc. Patient Falls Data (Excel). (n.d.) Retrieved from https://class.waldenu.edu National Guideline Clearinghouse, Prevention of falls (acute care). (2012). http://www.guideline.gov Seidel, K. L., Newhouse, R. P. (2012, June). The intersection of evidence-based practice with 5 quality improvement methodologies. Journal of Nursing Administration, 42(6), 299-304. Siegal, B., Ruoff, G. (2015). Data as a catalyst for change: Stories from the frontlines. JOURNAL OF HEALTHCARE RIS K MANAGEMENT, VOLUME 34(3), 18-25. Sullivan, E. J. (2013). Effective leadership and management in nursing (8th ed. ed.). Upper Saddle River: Pearson Prentice Hall. Williams, T., Szekendi, M., Thomas, S. (2013). An analysis of patient falls and fall prevention programs across academic medical centers. Journal of Nursing Care Quality, 29(1), 19-29. Grading Rubric NURS 4020 Week 5 Application Criteria/Points Comments/Points Earned Introduction to overview of paper. The last sentence in this paragraph is a sentence that begins The purpose of this paper is to . . .† 20 points Well-written, the reader knows what to expect 20 Data over view describe some possible interpretations of the data related to the patient fall rate on the telemetry unit. Summarize the statistics and demographics of your patients. 20 points The data analysis and  interpretation is accurate. The importance of the medication and the environment needed to be included in the analysis – 19 points Quality improvement plan discuss the quality management process you would follow to improve patient fall rates on the unit. Also, discuss the change management strategies you would incorporate in your quality improvement plan. 20 points DMAIC and Rogers change theory were accurately explained and applied to the scenario. Including the national clinical practice guideline recommendations was very effective in supporting the analysis. 20 Leadership characteristics explain the leadership characteristics needed to assist in improving the patient fall rates. 20 points These are explained very well 20 points Summary end the paper with a 1-paragraph summary of the importance of a solution to the identified practice-based problem that is based on evidence and a 1-paragraph summary of the main points of the paper. 20 points The key points discussed in the paper are included in the summary 20 points Grammar and format (indicate if any points are taken off for these errors. Up to 40 points may be deducted if needed). A minimum of three references are required. No issues – the paper is well-written and the required areas are included. Please see my comments. Total points possible – 100

Conception of Curriculum Essay Example for Free

Conception of Curriculum Essay Curriculum is a Latin word, which means the way, which takes a person to his/ her goal. Every nation has an ideology, which becomes the basis of educational planning. The Curriculum defines the way of transforming educational planning into practical implementation through which the enables a nation becomes to achieve its ideological goals. Hence curriculum is the way through which a nation can achieve its aims. Different educational institutions and organisations also achieve their aims through curriculum. Although teachers, premises, resources and facilities have their own value in educational process, but the curriculum has the central position in the education of students. Curriculum is not only a source of fulfilment of national aims but also it serves the purpose of training and educating needs of individuals. The Ancient Concept of Curriculum: Firstly, the concept of curriculum was restricted to class and school. According to ancient concept of curriculum it was a combination of few subjects. According to this concept the students were required to study and learn few books in order to get them educated. Although it is against the observation and experience because by learning the subjects by heart neither the notions of concentration and creativity can be established nor the characteristics of In The Curriculum Bobbitt writes as follows: The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciation and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. (1918: 42) It is helpful to consider these ways of approaching curriculum theory and practice in the light of Aristotles influential categorization of knowledge into three disciplines: the theoretical, the productive and the practical. The modern conception on curriculum includes not only the books but also the activities which are organised in order to educate the students. Students take part in different activities and undertake different experiments. Hence its brings changes in the behaviour of students which is the real essence of education. It includes all those activities, †¢ which completes the superior educational objectives, †¢ also align education with practical life, †¢ Coordinate between society and education institution. †¢ Prepare students according to present era and circumstances. †¢ guarantees the progress of individual society. †¢ align the mental, psychological, economical, social practical aspects. Therefore according to the modern definition of curriculum, Curriculum is defined as a complete struggle, which is designed to achieve predetermined aims inside outside the school or educational institution. According to the encyclopedia of education research curriculum is regarded as those experiments, which are used by school in order to aid the process of education. Hence curriculum is the way through which we guide our generation in order to achieve prescribed aims objectives. Modern education gives central position to the student rather than teacher. The needs, wishes and psychological desires of students are fulfilled. Social norms and values are given central position in modern curriculum. Since a good, balanced and flexible curriculum is the best representative of society. Philosophical foundations: Educational curriculum and national ideology go hand in hand with each other. National philosophy gives rise to individual identity. When this philosophy becomes the foundation of education, the new generation gets enriched with these national characteristics. Curriculum designing addresses the questions such as what is the goal of our life and how it can be aligned with our curriculum. What is the opinion of the people of the nation regarding the whole world. What are the values of the society and which of these values are permanent and which of them are temporary. Which of these values should be natured by the educational institution where education is just aimed at educating students or has other utilities. Should the curriculum be aligned with the religion or the religion should be kept separated from curriculum. Should the curriculum depict the regional values or consist of universal values. Which subjects should be made compulsory in the secondary education and which the students should be kept under considerations or the national and social necessities should be taken as central point. Psychological foundations: Psychology and education has deep relation ship psychology is the science of human behavior. It explains the human behavioral in different circumstances. Through countless experiments psychologists have divided human development into different grades. Every grade has its own characteristics and necessities. For the better growth of children all these requirements should be fulfilled because the human brain develops in different levels. The beginning experiences are reflex in nature. In order to develop the co-ordination with the circumstances the child increases his educational level. Hence his psychological development takes place in different levels. Therefore it is necessary to keep the psychological needs and desires of the child in consideration while designing a curriculum. References Bobbitt, F. (1918) The Curriculum, Boston: Houghton Mifflin

Symbolism in Their Eyes Were Watching God Essay -- Literary Analysis

In Zora Neale Hurston’s novel, Their Eyes Were Watching God, she utilizes an array of symbolism such as color, the store, and her husbands to solidify the overall theme of independence and individuality. Their Eyes Were Watching God is considered by many a classic American Feminist piece that emphasizes how life was for African Americans post slave era in the early 1900s. One source summarizes the story as, 1 †a woman's quest for fulfillment and liberation in a society where women are objects to be used for physical work and pleasure.† Which is why the overall theme is concurrent to independence and self. The first way the author uses symbolism to show the overall theme is with color. Numerous times in the novel Janie is wearing a different color ostentatiously depending on what is taking place. Although the message is oblique, most can find meaning behind it. Starting in the first chapter the color Blue is mentioned. â€Å" †¦ Where's dat blue satin dress she left here in?† (pg.2) This is the beginning where Janie is coming back with nothing and the towns women are gossiping about her status and appearance. Even later the author shows that she wears blue because of Tea Cake, â€Å"Wait till you see de new blue satin Tea Cake done picked out for me tuh stand up with him in.† (pg. 115) Traditionally the color blue represents 2 depth and stability. It can also symbolizes trust, loyalty, wisdom, confidence, intelligence, faith, truth, and heaven. From early on Hurston is indicating that Janie will be some of those traits and through out the novel the reader realizes that Janie is actually loyal, stable,wise, and confident after she is introduced to Tea Cake. The next color the author uses is white. When Janie and Jody are about to build ... ...James Robert Saunders, "Womanism as the Key to Understanding Zora Neale Hurston's `Their Eyes Were Watching God' and Alice Walker's `The Color Purple'," in The Hollins Critic, Vol. XXV, No. 4, October, 1988, pp. 1-11. Reproduced by permission. 1. c.Robert E. Hemenway, in his  Zora Neale Hurston: A Literary Biography, University of Illinois Press, 1977, 371 p. 2. "Color Wheel Pro: Color Meaning." Color Wheel Pro: See Color Theory in Action! Color Wheel, 22 Jan. 2001. Web. 13 Feb. 2012. . 3. Dictionary of Literary Biography, Volume 51: Afro-American Writers from the Harlem Renaissance to 1940. A Bruccoli Clark Layman Book. Edited by Trudier Harris, University of North Carolina at Chapel Hill. The Gale Group, 1987. pp. 133-145. 4. Hurston, Zora Neal. Their Eyes Were Watching God. New York: Harper Collins, 1937. Print.

Divine Comedy - St.Augustine in Dante’s Inferno :: Divine Comedy Inferno Essays

St.Augustine in the Inferno It is hard to place St. Augustine within just one of the levels of Dante’s hell for his sins were varied and not great. Today many of his sins are commonplace. For example, most people attempt to better their own lives without regard of others. They attempt to increase their standard of living and gain more worldly possessions. They are neither good nor evil but are just trying to make a living and keep up in today’s fend-for-yourself society. Before Augustine’s conversion, this was his goal. He was continually searching for â€Å"honors, money, (and) marriage† (Confessions, 991). This allows Augustine to be placed in the first area of hell, the Vestibule. It is a place for opportunists such as Augustine was before his conversion. It is a place for the â€Å"nearly soulless. . . who were neither for God nor Satan, but only for themselves† (Inferno, 1295). Augustine never intentionally hurt anyone, but his actions were led by his instincts to succee d and gain praise. These actions included kissing up to the Emperor, his study of law and the art of persuasion, and the mocking of newcomers to his profession. Since each of these sins also falls within a different realm of Dante’s hell, they will be discussed later in this paper. The second level of Dante’s hell, Limbo, does not apply to Augustine because he was baptized and was blessed with the knowledge of Jesus Christ’s existence. Therefore, Augustine can not be placed within this first circle of hell. The second circle of hell, a realm for those who fell victim of their carnal desires, is another level at which to place Augustine’s soul for he was consumed by lust in his pre-conversion days. He was encouraged by his family to learn the art of persuasion and making of fine speech when he was only sixteen. He used these skills, which he developed very well, along with his good looks to seduce as many women as possible. It was â€Å"in that sixteenth year of my life in this world, when the madness of lust. . . took complete control of me, and I surrendered to it† (Confessions, 987). He was in love with being in love. Yet, he was unable to discern between love and lust. His carnal desires overpowered his soul for the majority of his life.

Gi Bill of 1944

A Building Block for the Future: The G. I. Bill of 1944 â€Å"We’re finally home boys! † shouted one of the young invigorated soldiers as the plane landed on the runway. The young men arriving from the European and Japanese fronts were filled with excitement but among them there resonated a feeling of unknown. World War II had finally come to a conclusion and what the future held for many young men in the middle of the 1940’s was completely unknown. The only feeling of security that the soldiers returning home was the feeling of winning.The feeling of satisfaction persisted among the American soldiers that they had avenged the tragedy of Pearl Harbor. The same feeling of satisfaction existed on the European front as they had helped the other European powers stop the Fascist Nazi’s. Among the men there was a contagious energy in which many had never had the opportunity to experience in many of their lifetimes. These men and women had just accomplished one o f the most incredible feats of the twentieth century and it was now time for them to return to America and start the rest of their lives.Most of the soldiers involved in the war grew up during the Great Depression of the 1930’s and had never known anything that resembled a comfortable lifestyle. As soldiers returned home from the Pacific and European fronts many questions arose about what their futures would hold. Among many Americans there was a general fear that the economy would return to its pre-war state in which people were starving and the unemployment rate was at an all-time high. Most believed that the war was responsible for the economic turnaround that had occurred in America due to the influx of money spent by the U.S. government for an arms buildup. This build up of arms provided many jobs to women and non-white races that had not had the opportunity to find a job before the war but the question that persisted was were these men going to return to work and put th ese people back on the streets? Many questions lingered in Americans minds, but a question that stood out for many Americans at this time was with the war effort now over and production down will America again fall into the deep depths of the depression?This question was answered with the passing of a bill and the pen of Franklin Roosevelt on May 19, 1944 when the American government made a down payment for their future. When President Roosevelt signed the Readjustment Act he was betting on the returning soldiers to have a lasting impact on America; the soldiers would not disappoint as many men used the bill to brighten their futures and in doing so made America a stronger nation. The G. I. Bill influenced America in many different ways in which all had positive effects.First, when soldiers returned home from the European and Pacific fronts many were still trying to get the horrific images that they had to endure out of their heads. Not only did many experience the loss of many of t heir closest comrades, but many were trying to overcome the symptoms of Posttraumatic Stress Disorder. The G. I. Bill offered financial aid for a year that would allow those soldiers that were struggling psychologically. These men were struggling with Posttraumatic Stress Disorder either could not find a job or didn’t have the ability to initially work after the war.The bill provided reasonable unemployment allowances that were payable each week for up to a maximum period of a year. As a result of the Great Depression and pre-war America the state of the economy was of utmost importance to President Roosevelt. He and the rest of the political leaders of America knew something needed to be done to create new jobs and stimulate spending. The leaders also knew that something had to be done to protect the future of the returning soldiers as such a large group of young men were returning home. Roosevelt’s core idea of the G. I. ill is exhibited by Altschuler when he writes, â€Å"To Roosevelt, this was neither educational opportunity nor government-guaranteed residential loans but the successful transitions of millions of veterans from military service to civilian work. He singled out ‘satisfactory employment’ as the most urgent need of service personnel and concluded the GI Bill would help that need. † Not only were the returning soldiers fearful of a return to the Great Depression, but clearly our political leaders were fearful represented by Roosevelt’s urgent need to stimulate jobs.Another portion of the G. I. Bill that had a considerable positive effect on the American economy was the government establishing provisions for the returning soldiers for fifty percent of certain loans made to them. These loans to the soldiers could be used for the purchase or construction of homes, farms, and business properties. This part of the act made it easier for entrepreneurs to try to start their own businesses resulting in a swellin g in the number of small business in the 1950’s and 1960’s. Not only did the G.I. Bill have a lasting effect on small businesses but also it transformed the way Americans lived in the cities. As veterans received the financial benefits from the G. I. Bill and began to make their way into higher paying jobs a housing boom occurred and suburbs began to quickly develop. The housing boom of the 1950’s affected not only the people that were living at this time, but the lifestyle of Americans forever. No longer was the middle class of America only relegated to living within the cities.With the housing boom of the 1950’s as well as the development of mass production of vehicles people could now live in the Suburbs and commute to their jobs in the cities. Vehicles before the 1950’s had been mass produced, but the difference between the 1950’s and before is the amount of people being able to afford vehicles increased drastically in the 1950’s. People could now afford to buy vehicles as a result of the education or benefits that they had received from the government years before due to their service during World War II.During the 1940’s and the ten years following the development of housing communities increased rapidly. According to Altschuler, who used the 1670 U. S. Census report writes, â€Å"the rapid movement of big-city dwellers to new homes outside the central city increased that proportion to 41 percent and in the 1950’s it grew again to 49 percent. Major cities did see growth at this time just not at the same rate. Sometimes during the early 1960, the area outside the nation’s largest cities surpassed these cities in population, and the balance has continued to shift. People at this point were establishing a pattern that is still followed in today’s society of living out in the suburbs and commuting to the city for work. After the invention of the suburbs there was a need for better roads at the middle of the 1950’s. President Eisenhower firmly believed America needed to modernize their roads in the form of an Interstate system that would be globally unrivaled. Eisenhower wanted a roads system that was even unrivaled by the Germans which is saying something because in the 1930’s there interstate system gave them a distinct advantage during the second war.Eisenhower believed a National Interstate System was essential to the United States not only as a result of the suburbs but also militarily. Eisenhower is quoted as saying, â€Å"together the uniting forces of our communication and transportation systems are dynamic elements in the very name we bear- without them we would be an alliance of separate parts. † Once the Interstate system was created the majority of America’s middle class was now living in the suburbs and a large percentage of the middle class that were building houses out in the suburbs were recipients of the G.I. Bill. The Bill transformed cities and it also provided a foundation for an increase in birth rates as a result of families being secure financially. The G. I. Bill along with families settling down in the suburbs are two major reasons for the large increase birthrates of the 1950’s and 1960’s and the Baby Boomer Generation. Even today, the period of the Baby Boomers in the 1950’s and 60’s is unrivaled when comparing birth rates during different times. Creation of jobs through great loan rates and unemployment are very important portions of the G. I. ill, but what helped to lay the groundwork for America more than anything was the financial aid that was offered for the returning soldiers to attend college. The bill stated the returning soldiers had access to tuition charges of up to $500 per school year; furthermore, the right to receive a monthly living allowance while pursuing their studies at universities. The school portion of the Readjustment Act created so mething many soldiers would have never had access to: the opportunity to rise to a higher socioeconomic status level as a result of a college degree.This opportunity is exemplified by Private Leslie Faulk and his incredible story. If it weren’t for the G. I Bill Mr. Faulk would most likely have returned home from Europe and would have come home to work in his native smoky western Pennsylvania industrial town where the days of the Great Depression were still apparent. Kiester writes, â€Å"Then he would look for work. If he were very lucky, he would move up from his high school occupations of caddying at the local golf course and racking balls in Kindler's poolroom.Maybe he'd even find what the town considered a â€Å"good job. † That meant he might be stoking a steel-mill open-hearth furnace or winding copper armatures in the Westinghouse generator plant. † However, with the opportunity that America granted Leslie he had the opportunity to go pursuit a college e ducation and eventually become an engineer for the United States military leaving the western Pennsylvania town behind. Thanks to the government’s aid Leslie along with hundreds of thousands of soldiers now had the opportunity to become an engineer, lawyer, or even a doctor.Before the Readjustment Act of 1944 someone that was from the lower class never even had the option to attend a university or trade school because to them it was just too expensive. For this reason of creating opportunity to a class of people that had never had such opportunity the G. I. Bill is one of the most significant pieces of legislation in American history. Kiester believes that there were two periods in American history when expanding education has eventually resulted in an economic gain for the United States.The two periods in which education has worked to expand the economy are the Land Grant for colleges of 1860 and the period of the G. I. Bill. He asserts, â€Å"G. I. Bill statistics are awes ome. Out of 14 million eligibles, 2. 2 million veterans jumped at the chance to attend college. At a cost of $5. 5 billion, the first G. I. Bill turned out 450,000 engineers, 240,000 accountants, 238,000 teachers, 91,000 scientists, 67,000 doctors, 122,000 dentists, 17,000 writers and editors, and thousands of other professionals. † As these professionals entered the American workforce the impact was immediate, and it was a substantial impact.The more successful the G. I. graduates were the more of a return the America government had as a result of the taxes that these people would pay into the government for many decades to come. Ironically, the returning veterans had better access to the more prestigious schools which contributes largely to the high number of engineers, doctors, and dentists. According to statistics taken by the U. S. Office of Higher Education in 1948, â€Å"With tuition paid by the government, veterans attempted to enter the best institutions their record s would permit.In the fall of 1948 the majority of veteran men enrolled in privately controlled institution, while the majority of nonveteran students registered at publically controlled institutions. † This represents that returning soldiers were drawn to better known institutions and since the government was granting them a healthy sum of money for their schooling they could afford the best schools in the country. Those who opposed legislation of the Readjustment Act of 1944 feared that passing the bill would be another step in Roosevelt’s New Deal policy.Many right wing conservatives objected at the idea believing that the origins of the bill arouse from liberal ideologies. Liberals responded with their argument claiming the different nuances of the Readjustment act which included: compensation education and training benefits were designed in no measure to breathe new life into the New Bill. Liberals go on to make the point that the Readjustment Act of 1944 was put i n place for one reason only and that was to mitigate the effects of a postwar depression or recession.Many questions came about when different legislators were discussing the different mandates for the G. I. Bill. Question such as should every veteran receive the benefits or only those soldiers returning that are under the age of twenty five years old? Or another question that arose that is described in Altschuler’s book is â€Å"After one year, should government officials in the VA or the U. S. Office of Education select the best students in fields (like engineering) where shortages were anticipated- and authorize them to complete undergraduate, professional, or graduate degrees? Many more questions were being debated among legislators and it was a common perspective from right wing conservatives that the bill had ties to the Roosevelt’s New Deal. However, in the end the Republicans understood the importance of the bill to the returning soldiers and that is why the b ill was able to pass. The most pressing matter was the matter of the Readjustment was the part of the bill granting unemployment. Among the legislatures there was a debate over what was a fair number of weeks that a veteran could receive the unemployment benefits from the Readjust Act.Some argued for fifty two weeks and others objected claiming that if veterans returned home to America and were able to receive money for a year then they would become very complacent and not want to put forward the effort after a year to go find a job. When using a digestion of minutes by Ross during the Nation Executive Committee Meeting during the dates of November 18th through November 20th 1944, Ross makes the point, â€Å"Within six months of discharge, about 70 percent of veterans without disabilities had found full-time employment. Another 8. 8 percent had regular work in less than a year.Thus, â€Å"52-20† and job placement services, which was once the key issue sponsors and supporters would now see the issue as less pressing by the end of 1945. † With the resolution of the issue of unemployment resolved the bill could move forward in its debates. It is ironic to think that the most pressing issue of congress was the debate over the unemployment which in the end was the portion of the bill that had the least amount of impact and users. This strong debate over unemployment demonstrates the legislatures underestimating the amount of soldiers that would take advantage of the college portion of the G.I. Bill. When trying to gain an understanding of the mindset of people in the 1940’s I had a discussion with my grandmother on the G. I. Bill. Her husband Harold, who passed away before I ever had the opportunity to meet him, was directly affected by the Readjustment Act. She made the point to me that she was in high school as the war in Europe was coming to a close but he had actually been able to attend Colorado State University due to his years over in Eu rope and he made the point that the Readjustment Act was crucial to him to be able to go to school. When I asked her what she he told her about the G.I. Bill? She responded by saying, â€Å"He was just always very thankful for what the government had provided him with. Harold did not come from a lot of money and when he was drafted to the war he had a nervous feeling he used to describe to me. Once he got out he did know what he was going to do but the G. I. Bill allowed him to get a good education that provided him with a career opportunity. † My grandmother’s description of what her husband had told her about the G. I. Bill solidified to me the importance of the bill to so many different returning soldiers.It didn’t matter what region you were from or what your socio-economic status was at the time if a returning soldier wanted to better them through education it was now a possibility. Similar to Leslie Faulk from Western Pennsylvania, my grandfather had also risen out of poverty through the use of education that was made possible by the Readjustment Act of 1944. When conducting the interview with my grandmother Elizabeth, it showed me that as a history major that enjoys twentieth century American history I should be talking to my older family members to acquire more information.It would be interesting because it would be from my own family’s perspective on different issues I have acquired information about in my college history courses. The G. I. Bill had a lasting impact on so many individuals and is probably not recognized in history enough for the lasting impact that it had on the United States people and the government. The G. I. Bill’s largest weakness is not allowing the equal opportunity for returning women or at least telling them about it as they were being discharged out of the war. The Veterans Administration made no special efforts to inform women of their benefits to which they were entitled.Men were briefed a bout the bill when they were discharged; furthermore, once they were discharged they were provided with educational and vocational counseling. Metter explains the gender back that existed in the Readjustment Act, he writes, â€Å"it was provided only sporadically to women. † Going Back to Civilian Life, a pamphlet issues by the War Department, did not refer to women. Moreover, since women were far less likely than men to join a veteran’s organization, they lacked access to another important source of information and encouragement. † A woman not being given equal treatment to the distribution of the G.I. Bill funds is no surprise as over the course of history there are many different instances where women have not been on an equal playing field. As a result of this statistic education and training under the bill, were far less significant for female veterans. The difference in treatment of women at this point in history is demonstrated by the occupational segregat ion and wage differentials that were being place on all women jobs. For jobs that carried a certain amount of influence or high status within a community women rarely got hired for these positions and if they did they would make less much money.That factored into women not trying to pursuit a higher education because even if they were more qualified than a male candidate there was a good chance that the male would get hired due to gender discrimination. The uneven distribution of the G. I. Bill had a significant impact on the percentage of women in college. The uneven distribution of women in colleges is shown by Hartman when he writes, â€Å"Constituting 40 percent of all college graduates in 1940, women made up a mere 25 percent of degree candidates in 1950.Since veterans received preferential treatment in the most selective, private colleges, women often had to choose between a public institution or no institution at all. † By 1959 women accounted for a third of the colleg e graduates but there still existed a large disproportion between genders. Keith Olsen, the author of The G. I. Bill, Veterans, and Colleges actually does a case study on the University of Wisconsin and he uses a quote from the President of the University of Wisconsin that was taken in 1950. The President states, â€Å"For the past four years we have gone â€Å"all out: to be of service to the ex-G.I. s but the transaction has not been one-sided. Our 30,000 student veterans have been a stabilizing influence in Wisconsin Student life. Their maturity had enabled them to raise scholarship levels. Their great sense of responsibility has improved student-faculty relationships. † The overall excitement and satisfaction of the President of Wisconsin exemplifies many of the beliefs that most in the academic world expressed at most of the returning soldiers were responsible and cared about their academics. One of the headlines of the Daily Cardinal which was the paper in Madison read , â€Å"U.W. Will Admit All Students It Can House. † The want ads of the Madison newspaper demonstrated the shortage of housing that occurred on many other campuses nationally. In Madison tents were set up to provide veterans a place to sleep while searching for a room. While the amount of housing was eventually solved with temporary housing being brought in, the impact that these students had on the colleges still has a lasting impact. Olson writes, â€Å"In addition to their superior performances, the veterans left a heritage to the college generation that followed.They made the married student an accepted part of academic life and demonstrated the feasibility of a massive federal aid program to higher education. † Other impacts that the G. I. Bill had on colleges is it increased state financial support of universities around the nation. These first students graduated under the G. I. Bill laid the ground work for the path that many kids choose today. Those kids that come from lower socio–economic status or possibly didn’t do that well in school can now go to the military and receive financial aid for their military service. The G. I.Bill transformed America in so many different ways and the importance of the bill should never be overlooked. The veterans who made their way into the classrooms first wanted to be treated as students that were known for fighting in World War II. They wanted to be absorbed into college communities with as little disruption as possible and receive an education. With their hard work within the classroom and their aid on the two different fronts during World War II these men were able to provide a better life for themselves and their families and they succeeded in doing just that.The G. I. Bill allowed many people to live their own version of the â€Å"American Dream. † Bibliography Altschuler, Glenn C. , and Stuart M. Blumin. 2009. The GI Bill: a new deal for veterans. Oxford: Oxford University Pr ess. P. 66 Dwight Eisenhower quotes out of Snyder, Logan Thomas. 2006. â€Å"THE CREATION OF AMERICA'S INTERSTATE HIGHWAY SYSTEM. † American History 41, no. 2: 32-39. Academic Search Premier, EBSCOhost (accessed April 19, 2011). E. B. Fred, Report of the President, November 1950 from the book Olson, Keith W.The GI Bill, the Veterans, and the Colleges (University Press: Kentucky 1974) p. 74 Education Interests College G. I. s, â€Å"School and Society† (Feb. 10, 1945); Mettler, Soldiers to Citizens, 149-150 Hartmann, Home Front and Beyond, 107. Interview of Elizabeth Berckefeldt on March 12th, 2011 in Cheyenne, Wyoming. Grandmother of Dustin Gochenour Kiester Jr. , Edwin. 1994. â€Å"The G. I. Bill may be the best deal ever made by Uncle Sam. † Smithsonian 25, no. 8: 128. Academic Search Premier, EBSCOhost (accessed April 18, 2011). Olson, Keith W.The Gi Bill, the Veterans, and the Colleges (University Press: Kentucky 1974) p. 98 Ross, Preparing for Ulysses, 235- 236; â€Å"Digest of Minutes,† National Executive Committee Meeting, American Legion, Nov. 18-20, 1947, American Legion Archives, Indianapolis, Indiana U. S. Bureau of the Census, U. S. Census of Population: 1960. Vol, I Characteristics of the Population. Part 1 United States Summary (Washington D. C. : U. S. Government Printing Office, 1964 1-106) U. S. Office of Education, â€Å"1948 Fall Enrollment in Higher Educational Institutions,† Circular no. 248, 15 November 1948.

Childhood Obesity Essay

Obesity can be defined as the condition in which the body is characterized with excess fat by a body mass index of 30+ (Snell, et al, 2007). It is often characterized to have a genetic link i. e. it is a hereditary disease (Carol Torgan, 2002). However, families have common dietary, physical exercise, attitude and other lifestyle habits, which normally are the contributing factors to obesity. These factors sometimes are not easily from the purely genetic factors through statistical or diagnostic task. Albeit obesity is the case of children was once considered as a rare occurrence, it ahs rapidly become an epidemic with medial implications in the United States, as well as other developed states. The number of these obese children is projected to rise even further if stringent measures are not taken to curb this problem. Thus, child obesity is an issue that poses one of the greatest health challenges in the contemporary American society. The effects it has on a child’s life are generally profound, coupled with the fact that other than having to contend with overweight issues, there are numerous health issues that a child is exposed to. This is in addition to both the social and emotional problems that it creates. Once the children become adults the overweight problem does not seize, it continues and even poses other greater risk to the child in form of such conditions like stroke and heart disease. One of the possible root causes of obesity still remains as over consumption of food. When children consume too many calories for their energy needs in most cases has resulted in many modern obesity cases. When the children get to eat too much high fat food or the refined sugary foods, research suggests that they always stand a high percentage of becoming obese. According to researchers there are many metabolic as well as digestive disorders that are brought about by over consumption of refined white carbohydrates together with little or no fiber intake (Vincent Iannelli, 2007). These eating patterns in children are known to interfere with the body metabolic rates thereby causing too much fat storage within their bodies. Some of the related disorders linked to obesity include; insulin resistance, diabetes of type 2 and obesity itself. The effects of all these diseases are still a major concern the world over. Although under these circumstances the diagnosis would reveal that a child has metabolic or even digestive disorder that might be easy to treat parents do have a role to play to ensure that their children are not obese. The level on number of kids suffering from obesity has reached one that is characterized as an epidemic. Fr instance experts estimate that about fifteen percent (15%) of children are suffering from overweight problems, while another 15% one said to be at high risk of becoming overweight (Vincent 2007). Eventually, about two thirds of these current overweight children would end up as obese adults. Fast food is another risk factor that is characterized as a major contributor to overweight in children. Due to its high calorie as well as its high fat ultra sized meals. The contribution that the fast foods make toward the excess fat content within the body of the child is enormous (Gary & Juliet, 2005). The excess fat accumulates within the body tissues as well as the high sugar content that would in effect affect the body’s metabolic and digestives rates. Nevertheless, the role played by parents cannot be down played. As much as the manufactures of the fast foods are to partially be blame for this growing problem, the parents too have their tasks cut out for them. For instance, if they have learned and at least are sensitive enough to know what the effects of the fast foods have on the health of their kids. Parents have the ability to monitor the kind of food that their kids eat. In addition, the kids do not have the money to purchase these fast foods, as well as sensitizing their children’s health (Summerfield, Liane M 2007). Equally, since the dietary habits are common in almost all families it must be that either a child who is getting hooked into the various fast foods could just be picking a habit from his/her parents or from the family. It is also very hard for young children to pick up eating habits or any dietary habits that his or her parents do not approve of least of all are not practiced with the family. Many children who suffer from obesity and other related health problems often are less active. This may be due to such issue like addiction to television as well as such other activities as video games. When kids stay up all day or all night and on a frequent basis, the chances of them become obese increases. This risk factor is another contributor to obesity. Due to the inactivity that characterizes sitting down watching TV and the video games. A lot of people including parents have tended to blame the media as a whole laying a blanket condemnation and particularly directed their anger at the people who design the TV and video games programs for the kids. Much as it is admissible that the designers of these programs have a crucial role to play both in ways to help bring down the addiction aspect of the children to their games, and also to help limit the number of children suffering from obesity but with links to video or TV games. The role played by the media would only be supplementary. The program editors should also at least try to put such warming messages that would forewarn children against the dangers of excessive indulgence and addiction to their games. Once the program editors and the designers of these games have done their part then parents too have the bigger role to play. Another cause of obesity is genetically factors. Obesity as a disease is hereditary and as such runs with the family. A child who has an obese parent or someone in his or her lineage stands high-risk chance of becoming over weight. The genes from the parents or the grand parents are carried down to the child. However, genetics alone does not cause obesity, this is a condition that is only made possible to affect a child if the child eats excess food. The genetic link only makes it highly likely for the child to become obese. Nevertheless, when the child engages in eating or dietary habits that would make his or her consume large amounts of calories that he or she is not able to expend of in her body system then she will definitely develop obesity. Dietary habits mostly children’s eating lifestyles have away from the traditional healthy foods that includes fruits, vegetables as well as whole grains to new an to a larger extent, much reliance on fast food, sugary drinks together with processed snack goods as well as many other foods that are high in fat content and sugar. Due to their high gat content and/or high calories while remaining low on fiber content. Eating patterns such as having a meal while listening to radio watching TV, watching video games as well as eating while doing homework have also been identified as risk factors for the causes of obesity. Another factor which is socio-economic status ahs also been cited as risk factors for the cause of obesity. Families with lower income and with parents who are non-working have been linked to greater calorie intake for activity level. This is because the poor families cannot be able to afford health and low on fat content foods. Laziness Often defined as physical inactivity. The growing popularity among children with computer, television, video games among other activities that are found in electronic media has transformed to a growing sedentary lifestyle for many of the children within the United States of America. It has been established through research that within the United States alone, children spend a minimum of 3 hours watching TV in a single day. This habit encourages laziness and ensures that the child expends very little of energy that he or she has consumer. Further this habit encourages others acts like snacking. Due its nature, it is high in calories and since the child would spend most of the time sited, fact is she or he will not find time to release the calories consumed Brian Wansink, 2006). It is estimated that less than half of the children within the united states have parents who do routine physical exercise, and that just one third of children within the united states can access physical education facilities at school on or daily basis. The () busy schedule by parents and constant fears about the safety of their children has made it almost impossibility for kids to engage in any sports or other programs of activity after school, as they have to rush home in time. If the parents can cut down on the number of hours that children watch TV, video games and play computer games then the risks associated with media would come down as the level of laziness would be eroded if not eradicated. When parents get involved in regular exercises most likely their children too may develop interest and thus burn off excess calories and keep physically fit. The parents should also ensure that their kids are enrolled in schools where they can access physical education facilities regularly as is designed in the curriculum. If the parents took their time and organized their schedules as well as ensuring safety for their kids so as to allow them ample time to have to engage themselves in after school sports activities. During infancy, parents too can help the cause of preventing obesity through the continued breast feeding of the baby and delaying of the introduction process. Older children can be helped by their parents to develop good dietary habits, by eating healthy, nutritious food while at the same time engaging in regular exercise. In view of all these factors, from the genetics, environment to the physical activity of the child there is no particular point when the parent does not have role to play to prevent the child from being obese. As such I do believe that all the parents are to be blamed for the problems that obese children have. Reference: 1. ^http://www. obesity. org/subs/childhood/prevalence. shtml 2.   http://www. ausport. gov. au/aasc/about_aasc/facts. asp 3.   Mindless Eating: Why We Eat More Than We Think (2006), Brian Wansink New York: Bantam-Dell.

The Strength Of Rawls Social Contract Theory - 1160 Words

The strength of Rawls’ Social Contract Theory is most obvious when compared with other ethical theories. In my discussion with Professor Hill, it was made apparent to me that I should focus on the main concepts we have discussed in this unit: empathy, rationality, and fallibility. One theory that is easily comparable is Ethical Egoism. Ethical Egoism claims that every action committed by human beings must be out of self-interest. Anything done for another individual is considered unethical for an egoist (Hill, Egoism, slide 2). The flaw with this ethical theory can be best explained using a modus ponens valid argument type: If A, then B: If a theory lacks empathy, then it is not the correct ethical theory. A: Ethical Egoism lacks empathy. Therefore, B: Therefore, Ethical Egoism is not the correct ethical theory. With Ethical Egoism, the interests of others are not taken into account. Empathy is an essential part of any ethical theory because the outcome of an event usually involves more than one individual. If one lacks the ability to put themselves into the perspective of another individual, then they should not be making any decision regarding that individual because it could harm them. While Rawls’ Social Contract Theory is based on some degree of self-interest, this self-interest is converted into a form that benefits everyone. Therefore, self-sacrificing may take place in order to appease the emotions of others so as to keep the balance and avoid chaos. 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Mary Ainsworth And Attachment An Influential Psychologist

Mary Ainsworth and Attachment Mary Ainsworth was an influential psychologist in the area of attachment. She had a great life and not only helped further other psychologists’ findings, but also made significant findings of her own. Historical Context The types of studies in the area of attachments before Mary Ainsworth were the works of Harry Harlow, John Bowlby, and William Blatz. Harry Harlow was born October 31st, 1905 in Iowa to a small farming community. He obtained his BA and PhD at Stanford University in experimental psychology. Harlow did studies on attachment with baby rhesus monkeys. According to Harlow, he â€Å"showed that maternal care in infancy was essential for adult sexual adjustment and mental health† (Vicedo, 2009). In his study, he had two replicas of maternal monkeys for the baby monkeys. One of the ‘mothers’ was warm to the touch as well as being soft. The other just had food and was just made of wire. 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