Comparing First and Second Language Acquisition Theories

Introduction First language acquisition refers to the way in which the native language (mother tongue) is acquired, internalized, used and propagated. Second language acquisition on the other hand refers to the manner in which any other language is acquired, internalized, used and propagated.Advertising We will write a custom critical writing sample on Comparing First and Second Language Acquisition Theories specifically for you for only $16.05 $11/page Learn More This paper explores the similarities and difference exhibited by first and second language acquisition theories such as; the innateness, cognitive, interaction and behaviourist theories of language acquisition. It centres on the proficiency and effectiveness of each theory with respect to the mode of language acquisition, reliability and retention of such acquired language. A Critical Exposition Comparing First and Second Language Acquisition First language acquisition is multifaceted; occurrin g naturally at birth – for even the cry of a baby can to some extend be considered a mode of verbal communication, a skill which is governed by an inherent program and calling for little or no intervention from external agents. The child is basically autonomous in the invention of language; they are born with the Universal Grammar programmed into their cognitive domain and thus are capable of acquiring and inventing their native language with ease. For instance, when a child listen to mature people, he unconsciously recognizes the kind of language at hand and in the same note he would set parameters by setting his grammar to the most appealing one. It is as though a certain approach to language were given him at birth, which he relates to what is transpiring in his vicinity. He can intuitively note those words which depict nouns, verbs and the grammatical order of the phrase or sentence. This information is merely given – not formally taught. It is as though the child was initially equipped with the necessary language acquisition tools. Thus, the native language can only be acquired but not learnt, as it is the case with second language acquisition. This assertion does not discredit the language acquisition support system, which holds that external agents such as the family members and group mates are of paramount importance in the language acquisition of a child. At best the learning of language by a child during the ego development stage of early childhood can be described as the child’s play, for even the discovery and the enrichment of the language is such a wonder to children. This has been proven to be an emblem for the necessary approaches for first language acquisition (Brown, 2000, p. 23). The child does not just receive the native language, but rather synthesizes it afresh. While the acquisition of first language is naturally spontaneous, a reduced number of second language learners find it almost virtually impossible to internal ize the second language.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More First language acquisition is therefore marked with a greater degree of success than it is the case with second language learning. In addition, though there is minimal discrepancy in the in the final proficiency for first language acquisition, there is a wide variation of the extent to which people acquire a second language. The formal scenario of second language acquisition which normally takes place in a classroom is more organized and systematic; stressing on what should be taught and when it should be taught. It is characterized by minimal concern on how learners should be perfected in internalizing and owning the language. Due to the utilitarian nature of language, second language acquisition proves to be of an inestimable worth at the national, regional and global level. This arises from the fact that a personâ €™s first language is not universal and thus second languages which are generally dominant find their place in connecting people of different cultures, races, nations and ethnic groups. The second language thus does provide the best channel for social interactions, formal instruction in learning institutions and official purposes. Language attrition is one main challenge posed by second language acquisition, immigrants are more prone to this challenge because of a change of their language environment, and they are likely to lose the taste of their first language (Wanner, 1980, p. 57). Language acquisition is depended on the exposure availed to the learner. The settings under which the first language is acquired are narrow and limited as compared to those under which a second language is acquired. Whereas the first language learner is only exposed to the family members who are culturally limited in their interaction with the learner, the second language learner has a wide exposur e, interacting with a varied broad spectrum of acquaintances either accidentally or in a highly structured setting. The intensity of this exposure is relatively constant for the first language learner, as compared to the deep exposure for second language learner favoured by the good interactive environment at his/her disposal. The wide range of age difference between first language acquisition and the second language acquisition is another distinguishing factor. Obvious as it may seem, age deviation affects the learner’s attitudes, preferences, and motivations, cognitive and mental stamina. Thirst for knowledge and the drive of inquiry involves the first language learner in a proactive search for thorough comprehension of linguistic necessities.Advertising We will write a custom critical writing sample on Comparing First and Second Language Acquisition Theories specifically for you for only $16.05 $11/page Learn More The first language learner fi nds excitement in probing, synthesizing and recreating his/her native language, thus developing an ownership of the language in which he/she is best at home. Teenagers and adults have a more developed mental and cognitive strength than the intuitive reasoning of children and are better placed in making rational and informed choices on the kind of linguistic devices they need to master. The fact that second language learners are already equipped with the first language may be a hindrance to their proficiency in acquiring the second language unless they are under pressure to internalize it; this is because it may encourage linguistic complacency which is detrimental to linguistic prosperity (Bowen, 1998, p. 1). Language acquisition theories are compared hereafter, based on the evidence of psycholinguistic researches. The premises explored below in comparing the first and second language acquisition, is aimed at guiding educational policy makers in the language domain to draw informed instructional policies at the national level. Innateness versus cognitive theory: The learning of a first language is multi-faceted and is not merely an issue of learning vocabulary and syntax The acquisition of the first language by a child is accompanied by many other peripheral developmental structures, such as emotions, psyche, social relationships and play. Intertwined with first language acquisition, all these developmental structures are depended on and promote first language acquisition. For instance, a child begins with a limited set of functions linguistically, which are characterized by intonation contours and a narrowed class of words of expression. A study on conversational proficiency has shown that children use language for their social interplay, and such neither happens simultaneously nor through uncoordinated monologues (Wagner, 2006, p. 1). The second language learner, on the other hand, is unlikely to embrace the emotional effect of language, unless it is enginee red by close associates. The educational purpose dominates the acquisition of the second language, in which case the learner acquires a new set of skills work with, and gains a global outlook linguistically. His linguistic competency is therefore depended on his needs, interests, tastes and preferences. Although, the acquisition of a second language is multi-faceted, it shares some rich resemblance to the acquisition of the first language, as relates to the relevance of the acquired language. In both cases the zeal of the learner in language acquisition largely depends on the function of the language befitting the learner in the future (Thurston, 2010, p. 1). This underscores the indispensable utility value of language in all human interactions.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Cognitive versus interaction theory: The child’s mental capacity somewhat determines his/her language acquisition potential and the extend of using such a language Recent research has shown that psychological processes such as memory, attention, organization and retention are more developed for a second language learner than those for a first language learner (Vivian, 1979, p. 1). For instance, an adult is better equipped in directing and sustaining their attention in language acquisition than does a child. Mental strategies of organization and correlation are essential boosters of memory and a child is disadvantaged in this area of retaining the acquired language because of their limited psychological faculties. Children basically have a shorter span of instant memory due to a reduced number of mental slots and a limited information processing ability as compared to the fully developed mental strength of adults. Nonetheless, if the linguistic task at hand is more calling tha n the learner’s optimal mental capacity, the second learner’s linguistic competency is as limited as the first learner’s. Moreover, engagements with reduced linguistic necessities such as deductive reasoning and the certification of order relations may be carried out almost in the same way for a second language as in a first. In these immediate linguistic barriers, the range of age deviation is of little effect, in both cases the learner’s initial contact with the language is marked with similar uncertainties and difficulties. A striking deviation is however noticed in the spontaneous conscious involvement of the second learner in the language acquisition process as evidenced by his/her active strategies of self- evaluation (Heather, 2010, p. 1). Second language acquisition is mostly identified by the learner’s special interest in grammatical rules and a mastery of word structures, the conscious keen observance of linguistic devices ensures a logic ally structured encoding mechanism enhancing linguistic memory. It is therefore imperative that in teaching the second language, the various forms of mental handicaps be taken into consideration. For instance, the linguistic devices presented to the learner should match the learner’s mental span. In addition, the spontaneous linguistic strategy for first language acquisition should not be overlooked in re-inventing the second language. These include association of related words and phrases, clustering of vocabulary in the memory, correlation of intertwined literal concepts and drawing inferences in the language acquisition process (Pinker, 2009, p. 1). Innateness versus interaction theory: The acquisition of the first language is autonomous and complete on its own. It does not constitute the second system of language acquisition. This theory is build upon the hypothesis that the child’s language system in first language acquisition is a fully fledged complete system on its own; it is not merely a portion of the second language system. The child does not follow the logical sequences of programmed language acquisition evident in the adult system, rather he has an inherent system of his own whose approach whose dealings are entirely different to the adult’s, although with time it eventually crystallized to the adult’s. This theory asserts that a child is born with an inherent universal grammar within its cognitive domain. Thus, the nature of language acquisition is autonomous and is characterized by the child’s personal grammatical rules, set of language functions and semantic meanings. Though there has been a question as to whether the same is true of phonologically (Ohta, 2010, p. 34). This hypothesis has found its application in second language acquisition, and has been the pillar of inter-language mode of instruction has been built. The inter-language is like the child’s system, which is a system of its own. It goes t hrough a gradual process of change developing towards the targeted language. Nevertheless, unlike the child, the second language learner falls short of realizing the targeted language –the scope of which scope is broad. Barriers along the process of second language acquisition, may to some extent, pose the challenge of linguistic paralysis to the learner hence ‘fossilizing’ the second language. The actual teaching of the second language is however not limited the inter-language hypothesis. Upon the integration of inter-language in the instruction of the second language, the learner learns the language bit by bit. For example, in teaching English as the second language, the instructor should proceed from that which is known to the learner to the unknown, from simple to complex and from the familiar to the unfamiliar with respect to grammar, syntax, and phonology. In spite of this, the learner is not exposed to developing a more complex system of tenses as does a n ative. Thus, the second learner acquires just a fragment of the native language, limiting his/her competence in the language. Behaviourist versus cognitive theory: The utility value of the first language is basically depended on the learner/child’s preferences, tastes and wants. The child’s perception of the world around him is best illustrated by the way in which the child uses his first language; thus the first language acts as the child’s key of unlocking the immerse social interactive wealth. The second language learner also does enjoy this functional value of language acquisition, particularly when it takes place in unconventional areas (outside the classroom). The necessity of the use of the second acquired language can also be illustrated by immigrants who have to use the second language in its native setting. The importance of the functional approach to the teaching of languages cannot be underestimated, for it embraces the learner’s future needs and interests than the immediate ones. It is evidently different from the first language acquisition, in which language learning is aimed at addressing current needs (Long, 2003, p. 1). Presumably, language teachers should take note of the learner’s psychological and social needs, thus exploiting exhaustively both the integrative and instrumental motivations of the learner. Innateness versus cognitive theory: Though language development is somehow independent of cognition, it is to some measure affected by cognition. While some aspects of language development are autonomous, in rare occasions prior possession of certain cognitive faculties is a boost to language development. It is therefore apparent that mental ability is the epicentre of language development, though language development is not limited to it. Piaget has shown that the development of language is connected to the child’s phases of cognitive development. During the early sensory- motor stage the child acq uires a developing cognitive schema necessary for language acquisition (Birdsong, 1999, p. 21). At seven years, the child is normally conservative, but during the formal operational stage in the youth it becomes apparent that speech development is the cause other than the effect of cognitive development. The second language learner is at a higher stage of cognitive development than the child and hence has a greater cognitive maturity. This impact of mental strength to language acquisition explains the marked difference in the ease of language acquisition ion between a first language learner and a second language learner. The order of language acquisition is therefore relatively easy and quick for the second learner than for the first learner, because of his mature cognitive faculties Behaviourist versus interaction theory: Mature people are reserved and develop a simple logical way of addressing the young ones. Family members, in their interaction with the young ones, are more reser ved and carefully opt for a clear and simple way of talking. Such simplification strategies include; short utterances, restriction of tenses, repetition, exaggerated intonation, recasting sentences (motherese). In some cases, the child’s learning strategy and the mother’s interaction may deviate, thus causing learning to be delayed (Clark, 2003, p. 45). In formal instruction institutions, care should be taken to strike a balance between the conventional requirement of language acquisition and the ardent need of interactive exposure in language acquisition. It is therefore, necessary for the instructor to establish the degree to which he needs to design the formal learning situation to be akin to that in the informal language learning settings. This would make the classroom experience of language acquisition more dynamic and flexible with reduced teacher participation, yet availing a great wealth of interactive language acquisition activities (Mason, 2010, p. 1). Behavi ourist versus interaction theory: The social demand compels the child to integrate the acquired language to diverse social scenarios. Recent research has attempted to demystify the manner in which a child and a mature person integrate language to diverse social scenarios, especially when they speak with a certain group audience. It has thus been noted that adult language is dynamic (Vivian, 1979, p. 1). For instance, adult language behaviour is carefully selected to fit perfectly to varied social contexts; it is formal when attending to official functions or in interacting with the mature, and considerately simple when speaking to the little ones. Research asserts that a child exhibits the same flexibility. Toddlers, for instance often keep mum in the presence of visitors, but are quite free to express themselves in the absence of the visitors. Humbled formal politeness is exhibited by young ones when interacting with visitors. Generally, the flexibility of a child’s speech c ode is minimal below the age of five years, but it is gradually heightened after this age to a fully fledged dynamism at maturity (Vivian, 1979, p. 1). Second language learner adaptation of language to particular situations has been under explored by researchers as compared to the child’s. Nonetheless it is worth mentioning that, due to confinement in the classroom situation coupled with the formal nature of classroom interactions, the end result is a rigid language. Conclusion In a nutshell, language acquisition is multi-faceted and it is defined by converging as well as diverging objectives, varied modes of acquisition, different stages of development, alternating depths of acquisition and it can be evaluated by the extent of its success. Bibliography Birdsong, D. (1999). Second Language Acquisition and the Critical Period Hypothesis. New York. Wadsworth Publishing. Bowen, C. (1998). Typical Speech Development. Web. Brown, D. (2000). Principles of Language Learning and Teac hing. 4th ed. New York. Pearson. Clark, E. (2003). First Language Acquisition. California. Barnes Noble. Heather, M. (2010). Language Acquisition versus Language Learning. Web. Jinwen, H. (2011). English acquisition. Web. Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Web. Long, M. (2003). The handbook of second language acquisition. New Jersey. Bell Bain. Mason, T. (2010). Learning Language. Web. McGregor, S. (2004). Critical Discourse Analysis. Web. Ohta, A. (2010). Second Language Acquisition Process in the Classroom. New York. Routledge. Pinker, S. (2009). Language Acquisition. Web. Slobin, D. (1999). Language change in childhood and in history. Language Learning and Thought. New York. Academic Press. Thurston, P. (2010). Evolutionary Acquisition strategies and spiral  development process. Web. Vivian, C. (1979). First and second language learning. Web. Wagner, J. (2006). Second Language Acquisition and Age. Web. Wanner, E. (1980). Language ac quisition: The State of the Art. New York. Cambridge University Press. This critical writing on Comparing First and Second Language Acquisition Theories was written and submitted by user Hendrix T. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Definition and Discussion

Definition and Discussion Lexical meaning  refers to the  sense (or meaning) of a word  (or lexeme)  as it appears in a dictionary. Also known as semantic meaning, denotative meaning, and central meaning. Contrast with grammatical meaning  (or structural meaning). The branch of linguistics thats concerned with the study of lexical meaning is called lexical semantics. Examples and Observations There is no necessary congruity between the structural and lexical meanings of a word. We can observe a congruity of these meanings, for example, in the word cat, where both structural and lexical meaning refer to an object. But often the structural and lexical meanings of a word act in different or even diametrically opposite directions. For example, the structural meaning of protection refers to an object, while its lexical meaning refers to a process; and conversely, the structural meaning of (to) cage refers to a process, while its lexical meaning refers to an object. The tension between structural and lexical meanings I call the antinomy between grammar and the lexicon... The essential aspect of the interrelation between structural and lexical meanings is that lexical meanings constrain grammatical rules. Yet, in stating the laws of grammar we must abstract from the lexical constraints on the rules of grammar of individual languages. The laws of grammar cannot be stated in terms of the lexical constraints on the rules of grammar of individual languages. These requirements are captured in the following law: Law of Autonomy of Grammar From the Lexicon The meaning of the structure of a word or a sentence is independent of the meanings of the lexical signs that instantiate this structure. (Sebastian Shaumyan, Signs, Mind, and Reality. John Benjamins, 2006) The Sense Enumeration Model The most orthodox model of lexical meaning is the monomorphic, sense enumeration model, according to which all the different possible meanings of a single lexical item are listed in the lexicon as part of the lexical entry for the item. Each sense in the lexical entry for a word is fully specified. On such a view, most words are ambiguous. This account is the simplest conceptually, and it is the standard way dictionaries are put together. From the perspective of a typed theory, this view posits many types for each word, one for each sense. . . . While conceptually simple, this approach fails to explain how some senses are intuitively related to each other and some are not. . . . Words or, perhaps more accurately, word occurrences that have closely related senses are logically polysemous, while those that do not receive the label accidentally polysemous or simply homonymous. . . . Bank is a classic example of an accidentally polysemous word . . .. On the other hand, lunch, bill, and city are classified as logically polysemous. (Nicholas Asher,  Lexical Meaning in Context: A Web of Words. Cambridge University Press, 2011) The Encyclopedic View Some, though by no means all, semanticists have proposed that lexical meanings are encyclopedic in character (Haiman 1980; Langacker 1987).  The encyclopedic view of  lexical meaning is  that there is no sharp dividing line between that part of a words meaning which is strictly linguistic (the dictionary view of lexical meaning) and that part which is nonlinguistic knowledge about the concept. While this dividing line is difficult to maintain, it is clear that some semantic properties are more central to a words meaning than others, particularly those properties that apply to (almost) all and only the instances of the kind, which are intrinsic to the kind, and which are conventional knowledge of (almost) all of the speech community (Langacker 1987: 158-161). (William Croft, Lexical and Grammatical Meaning.  Morphologie / Morphology, ed. by  Geert Booij et al.  Ã‚  Walter de Gruyter,  2000) The Lighter Side of Lexical Meaning Special Agent Seeley Booth: Im glad that you apologized to the Canadian. Im proud of you, Bones. Dr. Temperance Bones Brennan: I didnt apologize. Special Agent Seeley Booth: I thought . . .. Dr. Temperance Bones Brennan: The word apology derives from the Ancient Greek apologia, which means a speech in defense. When I defended what I said to him, you told me that wasnt a real apology. Special Agent Seeley Booth: Why dont you think of a word that means you feel bad for making someone else feel bad? Dr. Temperance Bones Brennan: Contrite. Special Agent Seeley Booth: Ah! Dr. Temperance Bones Brennan: From the Latin contritus meaning crushed by a sense of sin. Special Agent Seeley Booth: There. Thats it. Contrite. Okay, Im happy that you contrited to the Canadian. (David Boreanaz and Emily Deschanel in The Feet on the Beach. Bones, 2011)

Life Mission Statement Essay Example | Topics and Well Written Essays - 750 words

Life Mission Statement - Essay Example In his life, Jesus preached about the necessity of being poor in the heart in the beatitudes. Matthew (5.3) states that â€Å"happy are the poor in spirit, for there is the Kingdom of God†, a verse that has inspired my mission. Each day I sleep I dream about a society that is humble and one that seeks shelter in Jesus Christ rather than one that clings on the worldly materials. My vision is to see that this dream come true by remaining committed to the life of Jesus Christ. My vision is large and can only be aided by those sent by Jesus. I will work within a non-profit and assist with building the foundation of the organization and developing the plan to serve the community. I will lead youth and seniors in a direction that will render them capable. Through the spirit of the word, I will empower them to become leaders of Christ, to join in the work of the preaching and spreading the gospel. It is with great humbleness that I recognize the God given talent of preaching that I possess. I feel that this is a talent that God gave me purposely, and one that I must cultivate on and use in in the service to the community. I plan to develop this talent by delving in deep understanding of the bible and building a religious tradition within my life style. Having spent a good part of my life in the church, serving God in various capacities, I have learnt the power of preaching and recognized the need to join in this vocation towards the development of a knowledgeable society. I intend to start this mission within my family by developing a family that supports the work of Jesus Christ. I want to create a family that embeds its value on justice, love, care and support for the other in the community. To be an exemplary family, it is important to lead by good actions within the community that I live in. By being kind to others and expressing compassion to other in the society, we shall provide an

Stress Management Assignment Example | Topics and Well Written Essays - 1750 words

Stress Management - Assignment Example In fact, Statistics from the American Institute of Stress cited by Seaward (2013) shows that approximately 43 percent of grown-ups experience unpleasant consequences in terms of their health owing to stress. This paper explicates the relationship between stress and nutrition. The phrase You are what you eat is a common slogan today. In laymans terms, this phrase denotes the fact that the health status of human beings is directly related to the quantity and quality of food they consume. In other words, consumption of insufficient amounts of food and of poor quality can affect the health of an individual. In reference to stress, food can either cause stress or can therapeutically alleviate and prevent stress from the body (Bargir, 2013). Obesity and overweight as explicated by Tomiyama et-al (2010) is a common problem particularly in developed countries such as the US. To support this postulation, Tomiyama et-al (2010) notes that approximately one-third of adult individuals in the US are struggling with obesity. Due to the health effects associated with overweight and obesity, a great proportion of these individuals are continuously trying to lose weight. A common trend to achieving this is depriving the body sufficient amounts of food in an effort to reduce caloric intake. Tomiyama et-al (2010) argues that withdrawal from a diet educes depressing feelings or sentiments. Subsequently, feelings of hopelessness, decreased levels of confidence, and a bad temper may also arise, and these are common indicators of stress. Withdrawal from a regular diet also elevates the production of a stress hormone referred to as cortisol in the body (Tomiyama et-al, 2010). Though there are issues relating to nutrition that can elevate stress levels, stress itself can conversely affect nutrition. The Stress Management Society and Bodychef (n.d) assert that stress can lead to poor food consumption practices. For instance, incidences of stress

Adaptive Strategy and Business Sustainability Essay

Adaptive Strategy and Business Sustainability - Essay Example The changes in the environmental conditions necessitate changes in the strategies made. The adaptability to the environment changes is essential for the stability of the operations. The environment or the environmental changes provide opportunities as well as pose threats. The opportunities and the threats are analyzed in relation to the strengths and weaknesses in the system and organization. The key features of the Burgelman’s 3 stage model deals with the adaptive strategies which are useful in understanding the process and dynamics associated with the strategic decision making in an increasingly fast paced business environments. The ANZ Banking Group Limited is a leading company in banking and financial service sector in Australia and New Zeeland. To lend focus to the study, we have considered all the recent major developments in the operations of the company in relation to application of the conceptual framework. The main arguments are related to application of technology in the business and expansion activities of the company which have direct impact on the growth. Based on the analysis and assessment, conclusion is arrived at as to how successful the organization has been in decision making by applying the conceptual frameworks associated with induced and autonomous strategy and other features of the model. Failure to adapt to the developments in the technological front in the initial stages has been rectified through strategic management decisions later. However, its expansion strategy is not in the right direction and needs to be reoriented. Based on the analysis, it is recommended that the expansion activities should not be restricted to a particular region by stating reasons for the proposal. The company’s expansion strategy focusing mainly on Asian countries needs to be revisited as it should be on global basis. Adaptive Strategy and Business Sustainability – A Report on Rational and Adaptive Strategy Table of Contents Introducti on 3 Burgelman’s Strategy Dynamics Model 4 Economic environment 5 Technological innovations 7 Introduction of new products and services 9 Customer relationship Management 10 Political and Social environment 10 Human Resources Development 11 Stakeholders’ interest 12 Other factors 13 Leadership qualities 14 Culture of the organization 14 Corporate social responsibility 14 Adaptive strategies 15 Latest developments and growth 16 Managerial discretion 18 Internal control 19 Conclusion 19 Recommendations 20 References 22 Appendices Appendix – I 25 Introduction Strategic decision making is complex in nature and there are several environmental factors required to be taken into account in the formal decision making process. In the framework called as evolutionary organization theory, decision making towards adaptive strategy relevant to stakeholders, requires the conceptual understanding of the environmental changes that are continuously taking place. This enables the management to evolve conceptual framework incorporating autonomous initiatives and other relevant features for applying an appropriate model. Strategic planning in any setup is a dynamic process and it is susceptible to alterations or modifications in tune with the environmental factors which could be internal or external.    â€Å"While process research proliferated into a diverse field, its founding concern was to confront the rational actor model or choice perspective, with a more collective and socialized view of strategy making† (Schmid et al, 2010, p. 146) The strategies of adaptability for operations in tune with the changing conditions in the environment give stability to the enterprise. In this paper the application of strategy,

Environmental Impact of Fossil Fuels

Environmental Impact of Fossil Fuels The pollution of large combustion plants comes from fossil fuel such as: coal, oil (petroleum) and natural gas Fossil fuel: have been formed from the remains of organisms which lived hundred of millions of years a go. There are three main types of fossil fuel: Coil, oil (petroleum) and natural gas. Coil was formed from the remains of tree and plants which grew in swamps. Oil it is formed from the sea, the sea contains many tiny animals and plants called plankton, they get their energy to live and multiply from sunlight. When they die they sink to the bottom of the sea. Those that died millions of years ago, form oil and gas which are the main sources of fuel. Natural gas is mainly made up of methane, which is given off by anaerobic bacteria breaking down some of the organic matter which formed oil and coal. Fossil fuels are burned to producing energy, Pollution is defined as the contamination of air, water or soil by materials that interfere with human health, the quality of life, or the natural functioning of ecosystems. Air pollution is the pollution of the atmosphere by emissions from industrial plants, incinerators, internal combustion engines and other sources. Pollutants can be classified as either primary or secondary. Primary pollutants are substances directly produced by a process, such as ash from a volcanic eruption or the carbon monoxide gas from a motor vehicle exhaust. Secondary pollutants are not emitted. Rather, they form in the air when primary pollutants react or interact. An important example of a secondary pollutant is ozone-one of the many secondary pollutants that make up photochemical smog. (Pepper, I.L C.P Gerba M. L Brusseau. 1996) Source Large combustion Plants refers to the coal power station, Oil refinery, natural gas processing plant and others Coal power plant Coal is composed of carbon, sulphur, hydrogen, oxygen and nitrogen. In a coal power station pollutants are formed by the burning of the fossil fuel coal. Burning coal at high temperature will produce oxides of nitrogen. Inside the coal are compounds of sulphur and nitrogen. These originate from the dead organisms that make up the coal. When the coal is burnt the Sulphur and Nitrogen is oxidised producing SOX and NOX, which are released into the atmosphere as primary pollutants. The NOX produced from combusting the Nitrogen in the coal is called fuel NOX. There is also NOX produced by the combustion of Oxygen and Nitrogen in the air. This is known as thermal NOX.  (Peirce, J.F R.F.Weiner P.A. Vesilind.1998) When a fuel burns, it reacts with oxygen to form oxides.   If the fuel burns completely, then all the carbon in it is turned into carbon dioxide which is slightly acidic.   If there is not much air available, the carbon may be turned into carbon monoxide, which is a very poisonous gas. The main primary pollutants created by a coal fired power station are NOx, SOx and VOCs. Sulphur oxides are created from the burning of the coal. Coal naturally contains sulphur, the amount of which varies depending on which organisms created the coal. When the coal is burnt, so also is the sulphur. When a fuel burns, it reacts with oxygen to form oxides.  If the fuel burns completely, then all the carbon in it is turned into carbon dioxide which is slightly acidic.   If there is not much air available, the carbon may be turned into carbon monoxide, which is a very poisonous gas. The carbon dioxide released by the coal power plant causes climate change and global warming, coal fire power plants are the main contributor to co2 in the air. Proteins in living organisms contain nitrogen. When coal burns, Nox is formed in the following ways: When nitrogen bound in the coal is released and combines with oxygen to form fuel Nox.   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  When high combustion temperatures break apart stable nitrogen molecules in the air which then recombine with oxygen to form thermal NOx.    Primary pollutants formed in a coal fired power plants are: Nox formed at high temperature and pressure of the combustion causes the atmospheric nitrogen and oxygen to react. VOCs (Volatile Organic Compounds) produced when unburnt hydrocarbons are released through the chimney of the furnace. Carbon monoxide is a gas formed as a by-product during the incomplete combustion of all fossil fuels. Exposure to carbon monoxide can cause headaches and place additional stress on people with heart disease.   Sulphur dioxide mostly comes from the burning of coal or oil in power plants. Sulphur dioxide reacts in the atmosphere to form acid rain and particles.  And is also a major contributor to photochemical smog. Nitrogen oxides and sulphur oxides are important constituents of acid rain. These gases combine with water vapour in clouds to form sulphuric and nitric acids, which become part of rain and snow. As the acids accumulate, lakes and rivers become too acidic for plant and animal life. (Peirce, J.F R.F.Weiner P.A. Vesilind.1998)             Impact Coal Fired Power Stations Coal-fired power stations are major sources of pollution. The extensive use of coal is because there is a lot of it around. Although it produces pollutants coal is an important fuel for some considerable time to come.   A coal-fired power station has three main inputs: coal, cooling water pure water to use in steam turbines. The main outputs are electricity, waste heat, CO2, SOx, NOx and ash. Fossil fuels are also linked to the decrease of air quality. Clean air is essential to life and good health. Several important pollutants are produced by fossil fuel combustion: carbon monoxide, nitrogen oxides, sulphur oxides, and hydrocarbons. In addition, total suspended particulates contribute to air pollution, and nitrogen oxides and hydrocarbons can combine in the atmosphere to form tropospheric ozone, the major constituent of smog. Coal-fired power stations are responsible for the diffusion of greenhouse gases such as carbon dioxide. The amount of carbon dioxide in the atmosphere must be carefully balanced to maintain the greenhouse effect, which is what keeps the surface of the earth warm enough to support life. Like all things in nature a change in one part of the environment can result in changes in another.    The effect of increased greenhouse gases in the environment is that the temperature of the atmosphere is expected to increase. It is predicted by some scientists that this temperature increase could result in the following: The destruction of ecosystems such as the Great Barrier Reef. A change in the worlds weather patterns, resulting in an increase in both intensity and frequency of storms, cyclones, floods and droughts. The melting of glaciers and polar ice. Rising sea levels resulting in the permanent flooding of vast areas. Economies may be affected by the destruction of crops and industry.   The effect of releasing gaseous acids into the atmosphere, as a result of modern lifestyles, results in Acid Rain and more serious Global Warming. The effects of global warming is of such great concern that many nations agreed to reduce greenhouse gas emissions.   Mining the coal that is to be used in the generation of electricity results in the destruction of the environment. Water systems can be threatened from the run-off as a result of the washing of coal. The pollution that is caused by the means of acid rain can have a variety of effects on the environment that are mostly negative such as; acid rain being a form of chemical weathering on buildings that are constructed from limestone or marble.   Acid rain can also contaminate water supplies by dissolving the lead and copper pipes which transport the water to houses and other buildings. Another effect of acid rain is the pollution that is caused on lakes and reservoirs killing most of the wildlife, this includes trees plants and animal habitats    Acid rain also affects rivers and lakes, as the acidity levels go up, the pH level falls. With the pH of water below 4.5 most fish will die, this will have a detrimental effect on wildlife as if the fish die the birds that feed on the fish will also die. SOx emissions All living organisms contain compounds of sulphur which are the origin of the sulphur found in coal. When coal burns, the sulphur compounds are converted to oxides of sulphur. Sulphur Dioxide exposure can affect people who suffer from asthma or emphysema by making it more difficult to breathe. It can also irritate peoples eyes, noses, and throats. Sulphur dioxide can harm trees and crops, damage buildings, and make it harder for people to see long distance. NOx Emissions The flue gases in the power station contain oxides of nitrogen (NOx). This is because fuels contain compounds of nitrogen formed from the proteins contained in organisms. When the fuel is burnt, these nitrogen compounds are oxidised to form fuel NOx .At the high temperature of combustion, atmospheric nitrogen and oxygen combine to form thermal   NOx High levels of nitrogen dioxide exposure can give people cough and can make them fell short of breath. People who are exposed to nitrogen dioxide for long time have a higher chance of getting respiration infection. Acid rain can hurt plants and animals, and can make lakes dangerous to swim or fish in Nitrogen dioxide also reacts with the oxygen or hydrocarbons in the presence of sunlight to form an irritating photochemical. Carbon monoxide carbon monoxide makes it hard for body parts to get the oxygen they need to run correctly. Exposure to carbon monoxide makes people fell dizzy and tired and gives them headaches. Ozone near the ground can cause a number of health problems. Ozone can lead to more frequent asthma attacks in people who have asthma and can cause sore throats, cough breathing difficult. It may even lead to premature death. Ozone can also hurt plants and crops. When the ozone in the stratosphere is destroyed, people are exposed to more radiation from the sun (ultraviolet radiation). This can lead to skin cancer and eye problems. Higher ultraviolet radiation can also harm plants and animals    Volatile Organic Compounds (VOCs): causes eye irritation, respiratory irritation, some are carcinogenic, and decreased visibility due to blue-brown haze Advantages Very large amounts of electricity can be generated in one place using coal, fairly cheaply. Transporting oil and gas to the power stations is easy. Gas-fired power stations are very efficient. A fossil-fuelled power station can be built almost anywhere, so long as you can get large quantities of fuel to it. Didcot power station, in Oxfordshire, has its own rail link to supply the coal. Disadvantages Coal is not a renewable resource. Coal-fire power stations create pollution. Mining coal damages the environment. During the production of electricity carbon dioxide is released, increasing the amount of greenhouse gases in the atmosphere. The main drawback of fossil fuel is pollution. Burning any fossil fuel produces carbon dioxide, which contributes to the greenhouse effect warming the Earth. Burning coal produces more carbon dioxide than burning oil or gas. It also produces sulphur dioxide, a gas that contributes to acid rain. this can be reduced before releasing the waste gases into atmosphere. Mining coal can be difficult and dangerous. Strip mining destroy large areas of the landscape. Coal-power stations need huge amounts of fuel, which means train-loads of coal almost constantly. In order to cope with changing demands for power, the station needs reserves. This means covering a large area of countryside next to the power station with piles of coal Sulphur dioxide, nitrogen oxide and nitrogen dioxide are also produced in these emissions and can produce acid rain. (Peirce, J.F R.F.Weiner P.A. Vesilind.1998) Monitoring Pollution Pollution is measured to ensure that the air quality are not exceeded Monitoring air pollution When monitoring air pollution it is important to know or decide what pollutants are to be monitored, where they should be monitored, what instruments are to be used for that purpose and what kind of weather base needs to be collected, and it is also important to figure out how many stations are necessary to meet this goal. Carbon monoxide is typically measured by using an infrared gas analyzer. With this instrument the absorption of infrared radiation by carbon monoxide in the sample air stream is compared with absorption in a reference gas of known carbon monoxide concentration. This method allows continuous non-destructive measurement of carbon monoxide in the sampled air Sulphur dioxide is generally measured by ultraviolet emission spectrometers. This approach is based on the principle that sulphur dioxide emits a measurable flux of radiation when irradiated with intense UV from a light source in the spectrometer. Nitrogen oxides are measured by chemiluminescence. Tow sequential chemical reactions involving ozone are used. First, NO is measured, then NO2. Infrared radiation is emitted during oxidation of NO to NO2 by ozone introduced into the instrument. The amount of radiation produced is proportional to the NO concentration in the air stream. To measure NO2, a catalyst is used to reduce all NO2 in the air stream to NO, whose subsequence reaction with ozone permits the indirect determination of NO2 Ozone concentration are generally measured by using a UV absorption spectrophotometer, although chemiluminescent-type instruments are also used. Various no-methane hydrocarbons are measured using such instruments as a gas chromatograph. Hydrocarbons are generally more difficult to measure than most other pollutants, and often require greater operator involvement in the measurement process (Pepper, I.L C.P Gerba M. L Brusseau. 1996) Monitoring of air quality has been undertaken by scientists for several years. The air taken into the sampler is drawn first through a white filter paper, on which any smoke present leaves a deposit as a stain a; greater or lesser blackness. It then passes through a reagent solution which traps any sulphur dioxide present and converts it to sulphuric acid. After a weeks sampling the seven sets of smoke stain and reagent bottle are brought to the laboratory for analysis. The smoke is determined by measuring instrumentally the loss of reflectance of the once-white filter papers, the reflectance values being convened into equivalent smoke concentrations from a standard calibration graph. The sulphur dioxide is measured by careful titration of the very weak acid solutions, followed by calculation of the results. They also monitor air quality throughout the district, using diffusion tubes and the air quality monitoring station. Contaminated land is a key project for the service, with the production of a contaminated land strategy. Monitoring gaseous emissions from soil and land fill Soils play an important role in controlling back ground concentrations of most air pollutants. Soil can either emit or take up from the atmosphere many trace gases, including NOx, N2O, CO2, and CH4. In general there are three different approaches to measure gas fluxes between soil, and the atmosphere and these are: Chamber approaches, micrometeorological approaches, and soil profile approaches. Monitoring of tropospheric pollutants    When monitoring tropospheric pollutants, an important step is to know which pollutants are present in the troposphere and how their concentrations vary. Chemists monitor the concentrations of tropospheric pollutants, to study patterns and learn about the rate at which certain reactions will take place in certain conditions    Studying individual reactions in the laboratory   To make predictions about pollution, chemists need to know what reactions take place and how quickly they occur. Many of these reactions involve broken down fragments of molecules called radicals. Reactions with radicals happen very quickly but other reactions happen very slowly. Chemists measure the length of time of these reactions to predict the rate at which a reaction will proceed for any set of conditions.    Modelling Studies      The information on rates of reactions is used in computer simulation studies to reproduce and predict the behaviour of pollutants during a smog episode. The more accurate the information used, the more closely the model simulates the observed behaviour.    Smog Chamber Solutions   These are laboratory experiments on a large scale. Primary pollutants are mixed in a huge clear plastic bag called a smog chamber and exposed to sunlight under carefully controlled conditions. Probes monitor the concentrations of various species as the photochemical smog builds up. The chamber has to be big to minimise any surface effects where the reactions take place on the walls of the container instead of the gas phase. Chemists monitor pollutants to find out exactly what pollutants are involved in smog formation, and how they vary in concentration. These changes in concentration can show changes in the atmosphere, for example the presence of sunlight.    Chemists study reactions to see which pollutants react with which. Most importantly, to see which radicals are formed where, because they are very reactive, and cause a lot of atmospheric reactions. The speed of these reactions needs to be measured to understand how fast substances are being made and destroyed.    Chemists can makes models of situations, to predict what will happen in the future. One such model is smog chamber simulations. These are huge plastic bags which are exposed to sunlight under controlled conditions. Analytical probes monitor the concentrations of different gases as the photochemical smog forms. Control One of the Methods for controlling air pollution include removing the hazardous material before it is used, removing the pollutant after it is formed, or altering the process so that the pollutant is not formed or occurs only at very low levels. Industrially emitted particulates may be trapped in cyclones, electrostatic precipitators, and filters. Pollutant gases can be collected in liquids or on solids, or incinerated into harmless substances.   The best way to control pollution is to control level of carbon emissions released into the atmosphere Using coal with low sulphur content    Power plants can use coal with low sulphur content.   As a result, less sulphur dioxide will be produced and the amount of sulphur dioxide in the flue gas will be significantly reduced.    Install scrubbers in power plants   Ãƒâ€šÃ‚  Power plants can install scrubbers to reduce the amount of sulphur dioxide in the flue gas.   The principle of how scrubbers can remove sulphur dioxide are given below:       Dry Scrubber   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Calcium oxide reacts with sulphur dioxide in the flue gas, forming insoluble calcium sulphite which is then filtered out in the flue gas.   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   CaO(s) + SO2(g)   CaSO3(s)       Wet Scrubber   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Calcium oxide is first allowed to react with water, forming calcium hydroxide.   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   CaO(s) + H2O(1)   Ca(OH)2(aq)   Calcium hydroxide then reacts with sulphur dioxide in the flue gas, forming water and calcium sulphite.   Calcium sulphite is then filtered out.      Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Ca(OH)2(aq) + SO2(g)   CaSO3(s) + H2O(1) (  Barret.R and F. Feates. 1994) Install electrostatic precipitator in power plants: Power plants can install electrostatic precipitator to reduce the amount of particulates in the flue gas.   Flue gas passes through the electrostatic precipitator.   The particulates in the flue gas are attracted by the electric field and then removed from the electrode.    Control the temperature in the combustion chamber: The amount of nitrogen oxides released can be reduced by reducing flame temperature and availability of oxygen in the combustion zone.   But the flame temperature cannot be too low, which would cause incomplete combustion and produce carbon monoxide.    The limestone process The other main way of reducing SOx emissions is to react them with calcium carbonate to produce gypsum for the building trade. This is a hassle as it has to compete with other brands, and be marketed. NOx emissions Coal fired power stations used to get the flames as hot as possible to increase the yield, but as the rate of reaction increases as temperature increases, the amount of thermal NOx (produced from the nitrogen and oxygen combining), increases to get the flames hottest the coal was powdered and mixed with an excess of air. Low NOx burners There is this type of burner, where the injection of air is controlled, so the flames are not as hot. This significantly lowers the production of NOx. Gas reburns The injection of ethane and methane (natural gas) reacts with NOx to produce nitrogen, carbon dioxide and water vapour. CH4 (g) + 4NO2 (g) à   2N2 (g) + CO2 (g) + 2H2O(g) Some of the alkanes will not react, and carbon monoxide is produced as a result of incomplete combustion. CH4 à   CO + H2O The alkanes and CO are then reacted with air to combust them completely. This oxidation is exothermic and so produces heat that contributes to the generation of electricity. (Barret.R and F. Feates. 1994) Conclusion Fossil fuels, like coal, oil, and natural gas, provide the energy that powers our lifestyles and our economy. One of the main uses of fossil fuels is: to generate electricity, fuel cars, and to heat or cool buildings Fossil fuel is one of humanitys most important sources of energy. Fossil fuel plays a major role in our economy and many of our current technology have been developed with fossil fuel in mind. However burning fossil fuel is damaging the Earths environment with the release of pollution to the atmosphere. In addition ecosystems are becoming damaged by the extraction of fossil fuel. Fossil fuels impact the environment greatly; carbon dioxide emissions contribute to harmful global warming and climate change. Inefficient burning of fossil fuels results in the production of carbon monoxide, which is a very harmful and poisonous gas.   Inhalation of this gas is likely to cause death as it interferes with the transport of oxygen in the blood stream Combustion of fossil fuels such as coal, oil and natural gas produces gases such as nitrogen oxides, which cause acid rain.

The Disabling Effects of Selective Mutism Essay -- Disorder Mutism Chi

The Disabling Effects of Selective Mutism Among the vast range of anxiety induced disorders that exist, Selective Mutism may be the most disabling to its victims. It has been estimated that approximately one in a thousand children suffer from this presumed psychiatric ailment wherein the ability to speak is limited to the household or other areas of comfort. (2) Public places and schools elicit so much anxiety within these children that their natural capacity to speak is suppressed. Once a child under five years of age exhibits the behavior described, for over a month, and without having other speech impeding barriers affecting them such as autism or a second language, he or she will most likely be diagnosed with selective mutism. (2) Many hypotheses have been posed as to what causes selective mutism, however, no determinate conclusions have been made. In most cases it has been proven that anxiety disorders are hereditary, thus, nearly all children who become selectively mute have family members who were afflicted with the same or more serious anxiety disorder, like obsessive compulsive disorder, schizophrenia, or social phobia. The fact that anxiety disorders pass through generations implies that brain chemistry is perhaps genetic or that serotonin levels are inherited. Other suggested causes of selective mutism have been speculated upon, however, little research has been instated. Abuse, neglect, extreme shyness, extremely embarrassing experiences like vomiting or having diarrhea in a classroom setting, or living in a home environment with exceptionally nervous parents may also lead to become selectively mute. These theorized causes tend to describe the background of children who have no similar disorders r unni... ...e Mutism Foundation, a support sight to better understand the disorder http://www.cisinternet.net/errorpages/404.shtml 3)Philadephia Page, a site with excerpts about selective mutism from the Philadelphia Inquirer https://registration.philly.com/reg/login.do?url=http://www.philly.com%2Fmld%2Finquirer%2Fliving%2Fhealth%2F3939354.htm 4)Selective Mutism UK, an interesting article about the seriousness of selective mutism http://www.selectivemutism.org/smg/ukarticle.htm 5)Anxiety-Panic Website, a site which describes several other anxiety disorders http://anxiety-panic.com/dictionary/en-dicts.htm 6)Mental Health web page, a helpful site providing several articles about selective mutism http://www.mental-health-matters.com/ 7)Anxiety Network, illustrates well the treatment available for those selectively mute http://www.anxietynetwork.com/spsm.html The Disabling Effects of Selective Mutism Essay -- Disorder Mutism Chi The Disabling Effects of Selective Mutism Among the vast range of anxiety induced disorders that exist, Selective Mutism may be the most disabling to its victims. It has been estimated that approximately one in a thousand children suffer from this presumed psychiatric ailment wherein the ability to speak is limited to the household or other areas of comfort. (2) Public places and schools elicit so much anxiety within these children that their natural capacity to speak is suppressed. Once a child under five years of age exhibits the behavior described, for over a month, and without having other speech impeding barriers affecting them such as autism or a second language, he or she will most likely be diagnosed with selective mutism. (2) Many hypotheses have been posed as to what causes selective mutism, however, no determinate conclusions have been made. In most cases it has been proven that anxiety disorders are hereditary, thus, nearly all children who become selectively mute have family members who were afflicted with the same or more serious anxiety disorder, like obsessive compulsive disorder, schizophrenia, or social phobia. The fact that anxiety disorders pass through generations implies that brain chemistry is perhaps genetic or that serotonin levels are inherited. Other suggested causes of selective mutism have been speculated upon, however, little research has been instated. Abuse, neglect, extreme shyness, extremely embarrassing experiences like vomiting or having diarrhea in a classroom setting, or living in a home environment with exceptionally nervous parents may also lead to become selectively mute. These theorized causes tend to describe the background of children who have no similar disorders r unni... ...e Mutism Foundation, a support sight to better understand the disorder http://www.cisinternet.net/errorpages/404.shtml 3)Philadephia Page, a site with excerpts about selective mutism from the Philadelphia Inquirer https://registration.philly.com/reg/login.do?url=http://www.philly.com%2Fmld%2Finquirer%2Fliving%2Fhealth%2F3939354.htm 4)Selective Mutism UK, an interesting article about the seriousness of selective mutism http://www.selectivemutism.org/smg/ukarticle.htm 5)Anxiety-Panic Website, a site which describes several other anxiety disorders http://anxiety-panic.com/dictionary/en-dicts.htm 6)Mental Health web page, a helpful site providing several articles about selective mutism http://www.mental-health-matters.com/ 7)Anxiety Network, illustrates well the treatment available for those selectively mute http://www.anxietynetwork.com/spsm.html

Reflection: Patient and Surgery Center

Kimberly Blatnica Preceptor Site: Surgery Center at Regency Park Clinical Reflection 4 17 October 2012 Today’s clinical experience allowed for new education and skill practice. I was able to precept in post-op, which was a great change. Being in pre-op, we are responsible for receiving clients from the OR. We then monitor them, reeducate, prepare for and perform discharge, and cleaning the area that was used by disinfecting, tossing and replacing linens, and moving the bed to an empty room in pre-op. We receive report from the circulating nurse and the nurse anesthetist when they first bring the patient to recovery.Together we hook the patient up to the monitors and record the first set of vitals together. These include: blood pressure, heart rate, respirations, temperature, pulse ox, pain (if patient is conscious), and an ECG reading if they were general. When I first arrived to clinical today- I was told we were going to be busy. I was also able to work with clients’ receiving urology and ENT procedures, not just cataracts. Urology was new for me but I was excited to be doing something different. Learning needs identified for this experience were only regarding urology patients.They differ due to the use of general anesthesia, the need to void before discharge, education of post-op care, and pain medication administration. Learning needs I identified from this experience includes education about the different urology procedures and education, how to effectively care for a general anesthesia patient during recovery, and complications. I met my needs by asking many questions during clinical and the use of our textbook. One of my client’s primary concerns occurred after he received a cystoscopy with the insertion of an indwelling urethral stent.This patient was a 52 year old male, with mild hypertension. No other health concerns were noted in his chart. He originally scheduled the procedure in order to remove a very large stone. However afte r waking up and speaking with the surgeon, he was told he had been too inflamed for the procedure. The surgeon asked him to schedule a second attempt for the removal for next week, in hopes the stent would decrease the swelling. This client also did not know how to care for the stent. The stent will make a patient feel the constant urge to void. This sensation is often relieved by pain medication.It is very uncomfortable and can easily be dislodged while passing stool, wiping, cleaning the area, and getting dressed. This specidic stent is attached to a string that hangs outside the patient’s body. The stent can lead to infection if the area is not kept clean. These were important concepts to discuss with the client. Main points I helped to educate were: take pain medication every 6 hours to eliminate the likelihood of increased pain, drink plenty of fluid to help flush the renal system, no bathes, signs of infection, situations when to calling the doctor is a must, and how to care for the stent.I also helped administer 2 rounds of Fentanyl and two Percocet to help relieve his discomfort and urge to void. He was then able to void which resulted in blood tinged urine. We assured the patient this was normal for the first void following surgery. He was in a lot of pain during this process. It was more comfortable for him to stand, but during his stay he spent most of his time sitting. He also had a forty-five minute drive home, which is why we decided to administer two Percocet, instead of one. One course objective I met today was: demonstrate effective communication skills.This was completed during every education session I had with my patients and their family member/friend prior to discharge. Regardless of the procedure, every person is provided with post-op care instructions. A second course objective I met was: collaborate with patients, families, health care team members, and others in the provision of care. I worked side by side with great nurses all day. We worked as a team with interventions, time management, discussions about the patient’s needs and concerns, reports, and preparations. We also worked close with those working in the OR.Also, while educating patients, sometimes there is a need to collaborate alternatives. This is important to maintain outstanding health care. Report on one patient at least 3 times throughout the semester| The 52 year old male described previously received surgery today in hopes of removing a painful stone. He was experiencing abdominal pain and has had a history of past stones requiring surgery. Diagnostic studies for this patient included a previous x-ray and today’s cystoscopy. The indications for surgical stone removal include: stones too large for spontaneous assage, stones associated with infection or impaired renal function, stones which cause persistent pain, nausea, or ileus, a patient’s inability to be treated with medication, or a patient with only one kidney (Le wis, 1137). Those associated in this case were size, risk for infection, renal function, and pain. An aspect that differed from a typical care was the inability for stone removal and severe inflammation (Lewis, 1137-8). The passageway was so swollen; the surgeon could not even get near the stone’s location.Furthermore, usually patients will know why they have the reoccurrence of stones, while this patient did not. They hope after removing the stone, they will be able to prevent further episodes by testing the actual stone’s composition. Another patient I cared for today was a 17 month old male. His diagnosis was unspecified chronic nonsupportive otitis media. He received a typanostomy. Many symptoms and complications of otitis media in our text are congruent with this patient’s history- even though this patient is not an adult.The patient has a history of purulent exudates, bilateral hearing loss, and inflammation of the middle ear (Lewis, 426). Differentiating from our text, the child was often times seen pulling on his ears as a result of pain; while our text states it’s more likely to be painless (Lewis, 426). Complications of this disorder results in chronic inflammation which was most likely the cause of his pain. Typanoplasty, ear irrigations, antibiotics, analgesic, and surgery are all recommendations for those with Otitis media (Lewis, 426). These interventions were in the patient’s file.Today, he had the tubes removed from both ears and left with a prescription for Tylenol and antibiotics. This procedure was recommended if medication was not successful (Lewis, 426). | Report on at least ONCE throughout the semester | Today during the recovery of the 52 year old male mentioned above, we noticed he did not have his two prescriptions written. It was important we found the surgeon before he left (this happened to be his last case). The patient was missing his prescription for his antibiotic and pain medication. Both impo rtant for his recovery and duration between surgeries.My preceptor paged for the surgeon, and he happened to return before she returned to the patients area. I was feeding the patient ice cubes when he asked me what the call was for. I was able to show the surgeon his orders and blank scripts. He filled them out and I began to explain the use of and directions for both medications. I was able to communicate with the surgeon both effectively and professionally. Furthermore, it helped the surgeon was very nice- to staff and patients. I did not think or feel much about the interaction ahead of time. It happened so fast, but once it was over I was proud of myself.I feel even as a student nurse, you still have to be prepared for anything. If I could, I would change the fact the prescriptions were written out ahead of time. At the surgery center we have receptionists that organize our charts. These staff members keep the jobs of nurses and doctors organized and effective. A couple weeks a go, I was going through a chart and noticed a patient’s medication reconsolidation form was missing. By speaking to the receptionists, they were able to obtain another copy. This form is very important when discussing medication regimens with patients in post-op.It is important for new medications to be explained and checked for incompatibilities with other medications the patient is prescribed. I felt speaking to the receptionists was not much of a challenge; however, without their help we could have had a more serious complication. I do not feel receptionists get enough credit in the medical setting. They may not be running around all day; however, without them at the surgery center (which does not have EMRs) they play a role in patient safety and allow everyone else to perform their duties. |

IRA

IRA The Irish Republican Army, more commmonly known as the IRA, is a secret military, nationalist organisation. Planned and organized by Michael Collins after the Easter Rebellion in 1916, the IRA officialy formed in 1919 as an unregistered military force. Their most significant effort was to change the combined area of Ireland and Northern Ireland into a single country. The IRA was made up of Irish Volunteers and later on, after beoming the policital wing of Sing Fein had leaders such as Arthur Griffith and Eamon de Valera to associate with.In the year that the IRA started, they began a guerrilla war, harassing police and military with sudden ambushes and violent force. This then leading the British Government to inforce the Government of Ireland Act in 1920. This dividing Ireland into 2 separate states, each with limited powers of self-government. The 2 parts Ireland, officially called the Republic of Ireland, which is made up of 26 counties and home to mainly Catholics and Northern Ir eland, which is made up of 6 counties and home to mainly Protestants.Éamon de ValeraThe IRA was still determined to make an Independent nation. The Catholics of Ireland disagreed with the act, this leading the IRA to continue the war until 1921. A treaty was then signed, making Ireland a dominion "" a self-governing country, this dominion was called the Irish Free State.The treaty resulted in a major split in the IRA. One group, led by Michael Collins, accepted The Irish Free State and became part of the army for the Free State. The other group, led by Eamon de Valera and called the Irregulars, totally rejected the treaty because it showed very little signs of complete independence away from British rule and didn't bring a complete union with Northern Ireland. Early in 1922, civil...

Free Essays on Midddle East Crisis

Foreign Policy: Middle East Crisis The United States have been deeply involved in the Middle East for over fifty years (CQ 4). During these years there have been many situations that have needed United States intervention, yet many actions that the U.S has felt that involvement was necessary and acted upon, the actions were not needed. The U.S faced consequences when acting like the â€Å"Big Boss† in the Middle East, and some of the consequences were avoidable. When the U.S did get involved, some of their actions taken were executed with tunnel-vision, not thinking about what long-term or even short-term effects could possibly happen. The malice that came out at the end greatly outweighed that of the other choices that were on the table. Some of the actions were taken with the future of the American economy in mind; some were taken predicting the absolute worst that could happen and felt they needed to stop â€Å"evil† (Hurewitz 58), some for political reasons, but mostly all the actions were taken to b enefit the United States in one way or another (CQ 39). The U.S has fully been pro-Israel, and they were blinded to the other nations in the Middle East that also need support (Hadawi 19). The U.S led themselves into a trap, one that might be unforgivable. There has been an eye full of hate cast over the west, mainly the United States, by most Arab countries. What did the U.S do to deserve this? What could they have done to avoid all of this? The answer to these questions lies in the flaws and open-endedness of their Foreign Policy. Their policy has many blemishes (CQ 77), often times contradicting itself, like their relationship with Israel, funding them and arming them, and trying to create peace in the Middle East between Israel and it neighbors (Miller & Mylroine 32). These are two goals that cannot be pursued simultaneously because in order to create peace, why create, or help out a war machine as well. America’s image of h... Free Essays on Midddle East Crisis Free Essays on Midddle East Crisis Foreign Policy: Middle East Crisis The United States have been deeply involved in the Middle East for over fifty years (CQ 4). During these years there have been many situations that have needed United States intervention, yet many actions that the U.S has felt that involvement was necessary and acted upon, the actions were not needed. The U.S faced consequences when acting like the â€Å"Big Boss† in the Middle East, and some of the consequences were avoidable. When the U.S did get involved, some of their actions taken were executed with tunnel-vision, not thinking about what long-term or even short-term effects could possibly happen. The malice that came out at the end greatly outweighed that of the other choices that were on the table. Some of the actions were taken with the future of the American economy in mind; some were taken predicting the absolute worst that could happen and felt they needed to stop â€Å"evil† (Hurewitz 58), some for political reasons, but mostly all the actions were taken to b enefit the United States in one way or another (CQ 39). The U.S has fully been pro-Israel, and they were blinded to the other nations in the Middle East that also need support (Hadawi 19). The U.S led themselves into a trap, one that might be unforgivable. There has been an eye full of hate cast over the west, mainly the United States, by most Arab countries. What did the U.S do to deserve this? What could they have done to avoid all of this? The answer to these questions lies in the flaws and open-endedness of their Foreign Policy. Their policy has many blemishes (CQ 77), often times contradicting itself, like their relationship with Israel, funding them and arming them, and trying to create peace in the Middle East between Israel and it neighbors (Miller & Mylroine 32). These are two goals that cannot be pursued simultaneously because in order to create peace, why create, or help out a war machine as well. America’s image of h...

ISO 14000 Essay Example | Topics and Well Written Essays - 250 words

ISO 14000 - Essay Example ISO 1400 series are grouped on the basis of two major categories; one is from the perspective of the organization, while the other focal point being product. A few of the standards from the 14000 series are: The ISO 14001 focuses on the specifications of the standards and the guidance for use. The ISO 14002 focuses on the principal systems and supporting techniques, the ISO 14011 has guidelines for the Environmental auditing procedures (Cheremisinoff, 2001). Following the ISO standards it helps the organizations to minimize the harmful or dangerous impact of the procedures that they are using for product manufacturing or service providing, and also the services and products will be produced with a more consistent quality. The standards compliance is an ongoing process; first the policy is created, then according to the policy, planning is done, the plans are then implemented, after the standards are put into practice there has to be a constant check and proper audit

Punk in Fashion Essay Example | Topics and Well Written Essays - 500 words

Punk in Fashion - Essay Example The essay "Punk in Fashion" concerns the punk style. Punk culture laid stress on being creative and trying out new things. It involved colouring hair, and wearing clothes that were the hallmark of punk movement. Punk culture had a great influence on the contemporary fashion. Some of the essential staples of punk fashion included leather jackets most often accessorized with pictures and embossments of punk band logos, pins, studs and innovative patches. Other quintessential accoutrements of punk fashion were tight fitting stretchable jeans and shorts, heavy denim jackets most often adorned with patches, studs, pins and band logos, creepers, bondage pants, doc martens, etc. The whole objective of the punk fashion was to mock the established conventions and stereotypes of modesty and to accentuate the intention of not being able to adapt to or fit in the mainstream society. Punk fashion also adopted certain specific and peculiar hairstyles like buzzcuts, short and spiky, liberty spikes and mowhawks. Though the punk fatigue represented a tough and hard persona, the punk culture was on the contrary was very accommodating and open minded. Punk culture had a distinct impact on the fashion in the 20th century. The earlier punk fashion trends were distinctly anti materialistic. The primary focus of the punk fashion was on rebutting the excesses and pretensions inherent in the mainstream fashion by affiliating to peculiar clothing, body modifications, hairstyles, jewellery and cosmetics.