Regulation and Accreditation Essay -- Health Care, Nursing

Regulatory and accreditation agencies have participated in the nursing community for several years. Regulation in healthcare started as a registry process to protect patients and healthcare givers. Currently, regulation serves the purpose of protecting patients. It also helps in defining healthcare practices and nursing education. In order to understand the function of regulatory and accrediting agencies and practices one must understand their definitions (McWay, 2003). A regulatory agency has the responsibility of creating and enforcing rules or regulations of the law. Accreditation is a voluntary and self-regulatory process that non-governmental associations recognize programs put in place to meet or extend standards of quality healthcare. Accreditation also helps in the improvements of institutions or programs related to the use of resources, application of processes and achievement of results (Lundy & Janes, 2009). There are several regulatory and accreditation standards that exist in the case study. First, preventable measures have been used as a regulatory standard. For instance, professionals have increased malpractice lawsuits after falls. Patients and their families institute these lawsuits to suggest that better care would have prevented the fall and injuries. Malpractice suits serve as a preventive measure. They are used to prevent many patient falls from occurring. The jury awards for the perceived unnecessary complications. The methodological explanation of malpractice suits is that fall prevention is a nursing assessment issue (Miller, 2006). Secondly, healthcare organizations have developed preventive measures used for the prevention of patient falls. For example, healthcare agencies now collect data and use th... ... safety interventions. Therefore, no agency can successfully adopt potential improvements without cost-effectiveness. This calls for applying cost-effective changes before applying regulatory and accreditation standards. In conclusion, this case study shows that regulatory and accreditation standards exist. There are strategies that help in meeting these standards. However, the strategies do not function adequately to ensure that the standards are met because of several gaps that exist in practice. Therefore, regulatory and accreditation agencies should work closely with hospitals and other healthcare agencies, to close those gaps and develop a cost effective and appropriate way of meeting regulatory and accreditation standards. This will help healthcare agencies to provide adequate safety and care, for patients (Folland, Goodman, & Stano, 2007).

Place Of Buddhist Education Earliest and In Present Day in Vietnam

Buddhism has been present in Vietnam for almost two thousand years. Buddhism is an offshoot of Hinduism. It originated in Nepal in 530 B. C. A Hindu price, Gautama who did not like the idea of Hindu caste system, was the founder of Buddhism. Gautama did not believe that any man could be superior to the other and as Hinduism Brahmans are considered superior, he left this religion . Gautama had spent many years wandering and meditating. In the end he found answers to all his questions and hence found the path of enlightenment, â€Å"nirvana†. According to Buddhism, nirvana is the path to endless serenity.It is free from the cycle of birth, death and rebirth. Moreover, a person will achieve salvation if he believes in the four noble truths. These four noble truths are that a man suffers in all his consecutive lives; the reason for his sufferings is his wants for earthly things, when the person frees himself from all the wants of earthly things he then achieves deliverance. The la st noble truth says that a person can achieve deliverance by following the eightfold noble path . BUDDHIST SCHOOLS Buddhism spread in Vietnam through China in second century A. D. In third and sixth century it came from India.Buddhism came through Vietnam's Red River Delta region and Mekong Delta area. Mahayana Buddhism came from China and became more famous than Theravada (or Hinayana) Buddhism. Theravada Buddhism came from India and was accepted by people in the Southern delta region. Both of these have different views about Gautama Buddha. According to Mahayana Buddhism, Buddha was one of many enlightened people. They also believe that out of all these people Buddha was the divine one. Theravada Buddhism believes that Buddha was the only enlightened one and that there was no other than him.However they think that Buddha cannot be called as the divine one. The Mahayana school also believes that any person can achieve nirvana and that who ever follows the right path will be able to reach nirvana but Theravada school says that only monks and nuns can attain nirvana. These two schools of Buddhism are actually different interpretations of one basic belief. These are the earliest schools in Vietnam. Why did Mahayana become more accepted? It is because the Mahayana ritual and imagery attracted the Vietnamese. Its ceremonies were in conformity with original Vietnamese beliefs and rituals.This school of Buddhism also combined folklore with Taoist teachings. The enlightened ones in Buddhism were respected as animist spirits. In 7th century C. E, Mahayana school became a little more developed. It was then called Vajrayana. This had an influence of Hinduism also but had similar teachings as of Mahayana. The aim of Vajrayana is the same as that in Mahayana, that is to attain Buddhahood, but the tantric practices showed a quick way to achieve this end . BUDDHISM BEFORE UNIFICATION Before the country was unified, Buddhism was the state religion. When the communist gained power, Buddhism religion came under continuous hostility.Later, the Patriotic Buddhist Liaison Committee was formed. This committee tried to separate real collaborators from opponents. It promoted the idea that all Buddhist wanted to build a new society. This society was free from the feudal and neo-colonialist influences. This committee tried to prove that all Buddhist were involved in this committee and that they were trying to put a halt to independent Buddhist clergy’s activities to a halt. The communist in those times tried to pressure the monks and nuns to lead their life in such a way that they do not oppose their worldly desires.However the main aim of Buddhism is to lead a secular life, hence whoever disobeyed these communists was placed under house arrest or imprisoned. All their holdings were confiscated most of their religious places were turned in to public use. Trainings of monks and nuns were stopped. In 1981, a Buddhist church was formed in Vietnam which repre sented all Buddhists. Though Buddhists activities were taking place in some remote areas but each and every pagoda in the country had been destroyed. The main aim of these communists was to stop any religious growth of Buddhists.Whatever Buddhists remained were practicing their religion but no new monks and nuns were allowed to be ordained. When the Buddhist church was formed in 1981, it helped train a new generation of monks and nuns. Two Buddhists academy were formed one in Hanoi and another in Ho Chi Minh City. BUDDHIST EDUCATION The education system in Vietnam is of great importance as it declares the identity of a nation. This identity is also characterized by the culture and religion and is the core element in cooperation with other nations. The culture might makeup the identity of a nation.This culture is influenced by the education of the country and more importantly the higher education. From very early period Buddhists are concerned about education. In third century almost 9 Dhamma missionaries were sent to different areas of south East Asia in order to teach people about Buddhism . This is the oldest example telling Buddhists concern about Buddhist studies. These 9 Dhamma missionaries started a wave of missionaries. These were sent to Sri Lanka, Thailand and china etc. Today, due to these missionaries and Buddhist schools, Buddhists are present in very corner of the world.Vietnamese Buddhist education leaders are very much concerned about the global demands and needs of Buddhist education. In 1975, when the country got united, there already was a higher education institution in South; it was named Van Hanh University. This university was popular internationally and had close interaction with many other universities of the world. After 1980s two advanced schools were established in Ha Noi and Ho Chi Minh City. These schools trained monks and nuns at B. A level. Due to growing demand these two higher education schools were later turned in to universit ies.These now trained monks and nuns at not only undergraduate level but also postgraduate level. In 1997, one more Buddhist university was formed, this time in Hue city. Today, there are almost 40, 000 monks and nuns. There are almost six colleges and 31 high schools teaching Buddhism . In past few years many Buddhist colleges have been made. These Buddhist colleges give Buddhist education at B. A level. Many monks and nuns have been sent to other countries like India, China, Taiwan, Japan, Thailand and United States, in order to have higher education. These students come back with PhDs and master degrees.This will help improve the quality of education and increase the number of teaching staff in the country. These students not only spread the good name of Buddhism but also help impart their knowledge to other Buddhist students in Vietnam. Though Buddhism is present in every corner of the world and is considered on of the global religions, it has never tried to alter or threaten th e cultures and traditions of any place. The main reason for this is that Buddha’s original teachings never tried to alter anyone’s culture. It was with the doctrine of dependent origin (Paticcasamuppada).They have a general formula which says that nothing exists independently. Moreover, the Chinese Hua Yen school believes in the theory of totalism. This theory says that all the things in the universe have their own qualities. These are fully present within or without Dhamma. Hence, we can say that Buddhists studies believe that all existence in the world is interdependent regardless of their faith, nation or religion. This attitude of Buddhist studies has helped Buddhism spread throughout the world. Education can be called a tool which helps a human being grow, transform and learn.Education in many areas of the world is a social liability, but never can we see that it illuminates the light of truth and goodness like Buddhist education. The prime responsibility of Dhamm a schools is to transform a character. A person has values which are responsible for his character. These values come from ideals. Buddhist educators determine these ideals and teach students about a proper Buddhist life. There are five qualities that Buddhism education brings from the teachings of Buddha. The first one is concerned with emotions of a human. Second is related to education and wisdom.Others relate to better living styles like avoid killing, stealing, sexual abuse and drinking. The Buddhist education transforms a character in real terms. The character and intelligence, both are tried to be balanced. The entire Buddhist education comes from the studies of Buddha, who is the supreme teacher. All of the studies root from saddha, which is the faith in triple Gem. Depdnding upon these studies the students are taught according to the five rules. The students should know the rules, their reason and their appliance in daily lives. Most importantly, they should appreciate all these rules and believe in them.The students should know what is generosity and self sacrifice. These are essential elements that help the students overcome their worldly desires, their selfishness and greed. These five moral rules are dependent on each other. A student can gain by suta, which is by extensive reading of Buddhism texts. According to Buddhist studies the knowledge of a person is dependent on his inside belief of truth i. e. Dhamma. Calm and insight are the two main elements of any Buddhist teaching. In Buddhist education tasks and wisdom are dependent on each other. A student can attain wisdom by deep investigation, discussion and intelligence.This wisdom was the basic instruments which lead Buddha to salvation. This wisdom is the crown of all educations of Buddhism. Without wisdom, education is incomplete. Before French, people were chosen based on their education. These were officials known as â€Å"mandarins†. Learning was very important in those times. It w as not just education but it lead a person to intellectual understanding, social standing, wealth and power. According to Buddha himself, â€Å"There arose in me vision, knowledge, wisdom, understanding, and light . † Today, Buddhist monasteries still give Buddhist education to scholars.Buddhist relics are found all over Vietnam. These relics indicate that there were Buddhists present there in one time or the other. Religious education was provided to masses, and every nook and corner of Vietnam had places for Buddhist education. During rainy seasons the monks rested in viharas, which was also their place of meditating. The Stupa is also a place where Buddhist education can be taught. Usually in a stupa there is a large place which can hold the teacher student class. Sometimes there are stone benches and a place on the wall used as a writing board.Sometimes there are cubicles which are all around the hall. In olden days Buddhist scholars were taught in stupas. The academic da y in a Buddhist school starts with paying of obeisance to Buddha. â€Å"Siddham namah† is recited till today and it means â€Å"I bow to Buddha †. Older Buddhists usually write these words when starting to write any text. Vietnamese Buddhists are trying hard to encourage people to learn Buddhism. They are conveying the message of peace as Buddhism is a religion of peace and mental development. Buddhism has contributed a lot to Vietnam’s development.Buddhists monks are brought together from inside and outside the country. VBS, also known as Vietnam Buddhist Sangha is the only representative of Buddhism in Vietnam . They have worked very hard in order to spread and teach Buddhism. Today there are almost 15,000 worship places in Vietnam and 10 million Buddhist followers. Almost 40,000 monks and nuns have studies Buddhism. Though there were a few schools in the country and only one Buddhist institute names Van Hanh in Ho Chi Minh City. Today there are four institute s, six colleges and 31 high schools which teach Buddhist education.Almost 200 monks and nuns went abroad to study Buddhism. Each and every one of them either got a PhD or a master’s degree. Many thousand students are studying Buddhism in Vietnamese schools. VBS runs almost 1,000 classrooms for disadvantaged children. There are almost 36 Buddhist orphanages all across the country. Almost 10 vocational training schools have been built by VBS. These schools train people free of charge. Buddhist education system is indeed prospering and when a nation’s education system is that well it certainly has an impact on other walks of life also.Buddhists Monks and nuns organize a large number of humanitarian works. They have campaigns to raise funds for flood victims, build charity houses and provide medical care to the poor and disabled. Over past 5 years VBS has raised almost $25 million for charity works. Due to Buddhists scholars going abroad for learning, there has been a deep integration of Buddhist education in the international economies also. Many Buddhist students from all over the world come to Vietnam to study Buddhism. It ahs become an international arena and attracts Buddhist scholars from all over the world.Though Vietnam is a poor country with low per capita income yet it has one of the highest literacy rates. The literacy rate in Vietnam in 1997 was 92%. There are over 2 million pupils all over the country. In 2000, the budget share for education was almost 15%, out of which almost 80% was paid to the teachers . In 2008, Birth anniversary of Buddha will be held in Vietnam for the first time. Already almost 100 countries have registered so far. Indeed Buddhist education in Vietnam has opened the gates to the world’s community. People now from all over the world come to Vietnam to study religion.Vietnamese education system is one of the oldest and yet most advanced. Though there were no universities teaching Buddhism as a subject, today there are several universities which have Buddhist studies as their main subjects. CONCLUSION Buddhism is one of the most important religions of the World and has become one of the fastest spreading religions also. The materialistic nature of human is the root of all evil and as Buddhism shows human that there existence is not for these worldly pleasures but for the attainment of nirvana, it is becoming popular.More people are now turning to Buddhism. These people want to find the true spiritual reason for the existence of humans. These spiritual values are one major thing that all other western religions lack. An innovation and reformation is occurring in all the study areas of the world. Globalization is becoming a new trend. Buddhists students are also not confined to Vietnam alone, but they go to many other countries in order to educate themselves. These students then come back and teach many other students who are eager to learn Buddhism.Due to new trends, Vietnam has also refo rmed its educational structures and strategies in order to conform it to global changes. Buddhism as a whole has under gone structural changes in higher education so that Buddhist universities can reach international standards . Many scholars suggest that educational institutions teaching Buddhism in Vietnam should have and entrepreurial structure but others say that a heuristic approach would help more. Here is a list of some Vietnamese Universities giving Buddhist education . †¢ Ho Chi Minh City College for Buddhist Studies, Thien Minh Temple, Do Xuan Hop†¢ Hanoi College for Buddhist Studies , Non Nuoc Temple, Xa Phu Linh, Huyen Soc Son, Ha Noi. †¢ Hue College for Buddhist Studies, Bao Quoc Temple,Hue. †¢ Can Tho College for Buddhist Studies, Chua Buu An, Quan Ninh Kieu, Can Tho †¢ Lam Dong College for Buddhist Studies, Linh Son Temple, 120 Nguyen Van Troi. Da Lat †¢ Ba Ria – Vung Tau College for Buddhist Studies, Dai Tong Lam Monastery. Tan Th anh. Ba Ria Vung Tau †¢ Bac Lieu College for Buddhist Studies, 3/234 Tinh lo 38, P. 5, Bac Lieu, Ca Mau †¢ Advanced School for Dharma Dissemination, Hoa Khanh Temple, 215 Phan Van Tri, Binh Thanh, HCMC†¢ Khmer Theravada Academy for Buddhist Studies, Pothisomron Temple, O Mon, Can Thos References Asia Recipe. (2000). Vietnam Education. Retrieved January 2, 2008 from: http://asiarecipe. com/vieteducation. html Brough, John. (n. d). Gandhari Dharmapada. India (n. p). B. Seshagiri Rao. (n. d) Andhra Karnata Jainism, Madras Dan, Nhan. (2007). Vietnam Buddhist Sangha on journey with nation. The Buddhist Channel. International Association of Buddhist Universities (2007). List of universities and colleges. Retrived January 2, 2008 from: http://www. iabu. org/ListOfUniversity. aspxLang, Nguyen. (n. d. ). History Of Buddhism in Vietnam. Viet Nam Phat Giao Su Luan Marginson, S. and Rhoades, G. (2002). Beyond National States, Markets, and Systems of Higher Education: A Glonacal A gency Heuristic, Higher Education. Cambridge: Cambridge University Press. The Buddhist society. (2007). Schools and Traditions; spread of Buddhism. Retrieved January 2, 2008 from: http://www. thebuddhistsociety. org/resources/index. html The Buddhist World. (2007) The Buddhist Schools. (n. p). Retrieved January 2, 2008 from: http://www. buddhanet. net/e-learning/buddhistworld/vietnam-txt.htm Truyen, Chanh Tri Mai Tho (n. d). Buddhism in Vietnam. Vietnam news agency (2007). Vietnam Buddhist sangha in journey with the nation. Retrived January 2, 2008 from: http://www. vnagency. com. vn/Home/EN/tabid/119/itemid/227191/Default. aspx Vietnam News (VNS). (2006). 2006 a significant year for Buddhists. Retrived January 2, 2008 from: http://vietnamnews. vnagency. com. vn/showarticle. php? num=01REL270106 Van Hein, Vietnam. (2001) Vietnamese culture. Education. .Retrieved January 2, 2008 from: http://www. saigoninfo. com/vanhoa/education. php

Analysis Of Hennepin County, A Non Profit Government...

Hennepin County is a non-profit government agency and our mission is to provide human resources for county department to enhance performance, engage employees and excel delivering results. Hennepin County defines HR as a business partner that supports and advises county department’s leaders with decision-making process that provides alternative ways to reach their objective while ensuring legal compliance. HR explain how legislative rules, labor agreements apply in cases and propose what actions to take depending on the objective. In order for us to be effective and remain in alignment with the vision by partnering with the county department to provide progressive human resource programs and innovative solutions to achieve organizational†¦show more content†¦Therefore, our organizational systems, structures, and processes are in alignment with data transferring within our organizational systems. This allows employees to obtain higher performance and positive sustainab le change, because outcomes are the bottom-line profits are of the public services. Strengths 1. The job mobility program is a two year program that has two options for filling these assignments: The first option: No posting – Hiring department has identified a candidate to fill the position and completes the necessary steps to transfer the employee to the mobility assignment. The second option: Posting – Hiring department partners with human resources to post the opportunity and provide a list of potential candidates for consideration--this is a voluntary job change. Furthermore, the job mobility program is to provide learning experiences to employees, support knowledge transfer across departments and assist departments with projects and/or workload peaks This job mobility program is successful in developing talent for current probationary and regular employees explicit and tacit knowledge transfer by: o Providing participants with experiences in various lines of county business, stimulating professional and personal growth o Providing the organization with a n internal pool of employees who have varied work experience o Allowing employees to develop subject matter expertise and prepare for promotional opportunities o Supporting and accelerating

Egypt Country Paper on Wastewater Reuse Free Essay Example, 1500 words

Desalination employs nanotechnology to help come up with a sustainable method that aims at curbing water shortage in Egypt. Since time immemorial the Nile River has been the key source of fresh water for use in the country capable of supplying about 95% of the total volume of water used. According to studies done by the UN on Egypt water demand, it has been found that the country experiences a water shortfall by approximately 7 billion M3 and this is accompanied by ever-increasing domestic water consumption which is expected to go up by 25% come the year 2025. According to a study conducted by UNEP, Egypt s water demand is approximated to be 80 billion M3 per year. This demand overrides the Nile treaty of 1959 which provided Egypt as a country with a quota of 55 billion M3 annually. This means that Egypt is restricted to its water use from the Nile despite its increasing water demand resulting from its rapid population growth and development. These challenges have prompted Egypt to look for other water provision methods which include desalination; this involves the extraction of salt from seawater and brackish water to get fresh water best suited for irrigation and human consumption. Despite desalination being used decades in other countries, it has a major drawback which is the fact that it requires a lot of energy and has high installation costs. We will write a custom essay sample on Egypt Country Paper on Wastewater Reuse or any topic specifically for you Only $17.96 $11.86/pageorder now The installation requires expensive infrastructure that is also specific to it. As for the case of thermal desalination, the large amount is needed which in turn result in an escalation in carbon dioxide emissions thus air pollution. Currently, it has been of concern to come up with desalination methods that are cost less to develop and be environmentally friendly at the same time. With current, the turf economic times across the world mean setting aside a large amount of money for such projects and cutting down on other important areas thus having a negative social impact on the citizens.

Genocide Committed during Second World War - 1181 Words

The genocide committed during Second World War is one that still scars the human psyche to this day. The horrors of the Second World War lead to Raphael Lemkin’s creation of a new word, â€Å"genocide† in 1944 (Conversi 2006: 320). The definition of genocide is still under dispute by academics (Dallaire and Coleman 2013: 778; Manaktala 2012: 179; Hinton 2012: 11). For the purposes of this essay the definition used is the one created by the United Nations following the signing of resolution 240 (Stanton 1998: 1). The definition in the current form reads, â€Å"acts committed with intent to destroy, in whole or in part a national ethnical, racial or religious group† (United Nations Resolution 260 1948: Article 2). Using this definition, the three best examples of genocide in this era are Rwanda (Magnarella 2005: 801), The Holocaust (Vardejo 2012: 81) and Armenia (Hinton 2012: 13). Using these three genocides, this essay will examine the three key causes of genocide in the modern era. The first being hardships both economic and created by war that ultimately lead to a genocide. The next is the creation of an ‘us vs. them’ ideology which leads to the dehumanisation of the victims. The final cause is the enlightenment concept, which supports the perpetrators belief that they are doing this for a better world. Genocide and war have a connection that is often intermingled because both include the abject killing of people (Conversi 2006: 325). As Ronald Suny put it â€Å"Genocide is not theShow MoreRelatedThe Armenian Genocide Committed By The Ottoman Empire1579 Words   |  7 PagesThe Armenian genocide committed by the Ottoman Empire against its minority Armenian population from 1915-1917 left an estimated 1.5 million dead and to date, not one individual has been tried for these egregious crimes. The mass killings of Armenians by the Ottoman Empire in World War I and Jews by the Nazis in World War II shocked the conscience of the international community and led to the creation of the Convention on the Prevention and Punishment of the Crime of Genocide (CPPCG), in order toRead MoreThe Genocide And The Holocaust1198 Words   |  5 Pagesseveral genocides in the past century. The Cambodian Genocide and the Holocaust are two of the great tragedies of the twentieth century. The Holocaust oc curred in Germany and Eastern Europe. The Cambodian genocide took place in Cambodia. The Khmer Rouge was an overwhelming communist force that took Phnom Penh by surprise. In Cambodia, â€Å"21% of the population was killed. That is about 1.7 million people that lost their lives† (â€Å"Past Genocides†). There was little commotion or outcry from the world afterRead MoreThe Armenian Genocide And The Ukrainian Genocide1225 Words   |  5 Pagesto repeat itself. Genocides have been committed throughout history, even before the term was assembled in 1944 and accepted by the United Nations in 1946 as a crime under international law. According to the United Nations, genocide is defined as â€Å"intent to destroy, in whole or in part, a national, ethnical, racial or religious group.† A minimum of twenty-seven genocides have been documented across the world. During the 20th century, the Armenian Genocide and the Ukrainian genocide (Holodomor) transpiredRead MoreThe Deni al of The Armenian Genocide Essay1442 Words   |  6 PagesThe denial of the Armenian genocide and the use of the term â€Å"alleged† are insults to those who have agitated over the years in highlighting the genocide and the Armenian people themselves. The pictorial anger and anguish of this painful traumatic experience had left the survivors of this horrific event with deep scars beyond repairs. The late nineteenth and early twentieth centuries were a dark world for the Armenians who were held helpless and bound at the treacherous hand of the Muslim Turks ofRead MoreThe Holocaust : The Destruction Of The Jews1717 Words   |  7 PagesThe Holocaust is by far the worst genocide ever committed, with between 5 and 6 million Jews murdered; along with countless other minorities the Germans deemed inferior (The Holocaust Chronicle Appendices). The Holocaust began with the boycott of Jewish businesses, and ended in camps such as Auschwitz. The destruction of the Jews was made pos sibly with the rise of Adolf Hitler to power, as he and his fellow Nazi followers attempted to exterminate the Jewish populace of Europe. In the paragraphs toRead MoreA Look at the Rwandan Genocide Essay1014 Words   |  5 Pageseconomies. People are suffering and have very little hope. Genocide is the only reason. Everything could have been prevented if genocide didn’t exist. The world basically ignored the genocide and pretended like it never happened because they didn’t want to spend the money. Thousands of people could still be alive if the world stepped up at helped the victims of this horrible crime. Rwanda used to be a peaceful country until the Civil war started. Belgium then took over Rwanda and put the TutsisRead MoreThe War Of The World War II1730 Words   |  7 Pages A war crime is an act that constitutes a serious violation of the law of war that gives rise to individual criminal responsibility. Examples of war crimes include intentionally killing civilians or prisoners, torture, destroying civilian property, taking hostages, perfidy, rape, soldiers, pillaging, declaring that no quarter will be given, and using weapons that cause superfluous injury or unnecessary suffering. The concept of war crimes began to emerge during the end of the 19th century andRead MoreThe And Punishment Of The United Nations1640 Words   |  7 Pagesofficials or private individuals and they are often protected by special jurisdictions, sanctions, immunities, or amnesties. In 1945, at the Nuremberg Trials, which judged the accused war criminals of Nazi Germany, the international community pledged that never again would it allow monstrous crimes against humanity or genocide to take place. The United Nations recognized the need for an international criminal court to prosecute and punish persons responsible and to help end impunity for these perpetratorsRead More The Armenian Genocide Essay906 Words   |  4 PagesThe Armenian Genocide, also known as the Armenian Holocaust, the Great Calamity, and the Armenian Massacre, was the organized killing of nearly 1.5 million Armenians. It occurred in the Ottoman Empire - present-day Turkey - where 2 million Armenians lived. The Armenian Genocide is the second-most studied massacre, after the Nazi Holocaust. Twenty-two countries have officially recognized it as genocide, but the Republic of Turkey rejects the characterization of the events as genocide. Many ArmeniansRead MoreEvidence of the Armenian Genocide Essay779 Words   |  4 PagesThe Armenian genocide was a systematic eradication of the Armenian population who liv ed under the Ottoman government. The genocide took place before and after World War I and it was set out in two phases. The first phase was to kill all able bodied men by massacre and forced labor. The second phase was to deport women, children, and the elderly and make them walk through the Syrian Desert in which a lot of people died from lack of food, water and the climate. The total population that had died was

The Childrens Workforce free essay sample

The Childrens Workforce is made up of many different people from different sectors who have different roles, despite these variations all are working to deliver the 5 Every Child Matters Outcomes for children and young people. If you work directly with babies, children, young people or their families frequently or for just some of the time, whether through paid employment or voluntary work, you are a member of the children and young people’s CORE children’s workforce. Alternatively if as part of your work or volunteering (e. g. as a management committee member, charity trustee) you are responsible for ensuring that children and young people achieve the 5 ECM Outcomes (e. g. as a trustee you direct and plan the services for children in your care) then you are part of the WIDER children’s workforce The two members of the children’s workforce whom I am going to explain the roles and responsibilities of are a health visitor and educational psychologist. A health visitor visits every family when a baby is born, once the specialist skills of the midwife are no longer required. The health visitor is a nurse with further qualifications in other aspects of childcare who visits the family to provide advice and support on a wide range of situations. Many families only require the support of a health visitor for a relatively short time after birth of a baby, but an increasing number of families require additional support and advice for a longer period of time. While an educational psychologist specialists offer psychology services that work with children and young people. This may be within the education system, where they will provide advice and support in the face of complex difficulties. Educational psychologists also work with parents and families and provide support for multi-agency working. A Health Visitor Health visitors work as part of a primary healthcare team, assessing the health needs of individuals, families and the wider community. They aim to promote good health and prevent illness by offering practical help and advice. The role involves working within a community setting, often visiting people in their own homes. It primarily involves supporting new parents and pre-school children. Working as a health visitor may also include tackling the impact of social inequality on health and working closely with at-risk or deprived groups. There may be variations in the role in Scotland, Wales and Northern Ireland, which may include working with adults from the wider community. The health visiting service is dynamic and health-focused and able to respond flexibly to a range of service and community needs. Health visiting is underpinned by four principles that guide and direct professional practice. These are the search for health needs, creating awareness of health needs, influencing policies affecting health and the facilitation of health-enhancing activities. Typical work activities vary according to the nature of the individual role but may include: †¢Using specialist healthcare interventions to meet the health-related needs of individuals, families, groups and communities as well as assessing and evaluating their effectiveness; †¢Working as part of a primary care trust team, which may also include GPs, midwives, community nursery nurses, health visitors assistants, healthcare assistants and community staff nurses; †¢Advising and informing new parents on issues such as feeding, sleeping, safety, physical and emotional development, weaning, immunization and other aspects of childcare; †¢Leading and delivering the healthy child programme , providing support from early pregnancy to a childs early weeks and throughout their childhood providing a gateway to other services as required; Working in partnership with families to develop and agree tailored health plans addressing individual parenting and health needs; †¢Managing parent and baby clinics at surgeries, community and sure start childrens centers and running specialist sessions on areas such as baby massage, exercise and child development; †¢Working collaboratively with childrens centers, schools, preschools and action groups in the local community; †¢Providing emotional support regarding issues such as postnatal depression, bereavement, disability, family conflict and domestic violence; †¢Supporting government initiatives to tackle child poverty and social exclusion, such as sure start ; Agreeing local health action plans as well as managing and leading interdisciplinary teams involved in their delivery; †¢Diagnosing minor conditions and prescribing low-level medication; †¢Supporting and training new health visitors and support staff; †¢Maintaining and updating client records; †¢Collecting, collating and analysing data to ensure that specific health targets are being met and creating health policies regarding the provision of healthcare; †¢Planning and setting up health promotion displays; Generating and maintaining effective interactions with relevant external agencies, including other healthcare professionals, social services, local housing departments, the police, teachers and probation officers, and utilizing appropriate referral procedures; Maintaining the standards and requirements of professional and statutory regulatory bodies, adhering to relevant codes of conduct, understanding the legal and ethical responsibilities of professional practice and maintaining the principles and practice of client confidentiality. Health visitors can work with all age groups; however the majority of clients are families with pre-school children. The main responsibilities are as follows: †¢Developmental checks of babies and toddlers †¢Child health clinics †¢Advice on immunizations Advice and support on pregnancy, parenting, feeding (including breast feeding), sleeping, crying, speech †¢Health promotion, including pre-school children and child accident prevention. Identifying people suffering from postnatal depression and providing support †¢Child Protection †¢Family nutrition †¢Family planning and well women advice A health visitor can also help with; †¢Continence problems †¢Disabilities †¢Support for careers †¢Depression †¢Victims of abuse †¢Stopping smoking †¢Family stresses bereavement. Educational Psychologist An educational psychologist is concerned with helping children or young people who are experiencing problems within an educational setting with the aim of enhancing their learning. Challenges may include social or emotional problems or learning difficulties. Work is with individual clients or groups, advising teachers, parents, social workers and other professionals. Client work involves an assessment of the child using observation, interviews and test materials. Educational psychologists offer a wide range of appropriate interventions, such as learning programs and collaborative work with teachers or parents. They also provide in-service training for teachers and other professionals on issues such as behaviour and stress management. Work can also involve research and advising on educational provisions and policies. Typical work activities involve: Assessing learning and emotional needs by observing and consulting with multi-agency teams to advise on the best approaches and provisions to support learning and development; †¢Developing and supporting therapeutic and behaviour management programs; †¢Designing and developing courses for parents, teachers and others involved with the education of children and young people on topics such as bullying; †¢Designing and developing projects involving children and young people; †¢Writing reports to make formal recommendations on action to be taken, including formal statements; Advising, persuading, supporting and negotiating with teachers, parents and other education professionals; †¢Attending case conferences involving multidisciplinary teams on how best to meet the social, emotional, behavioural and learning needs of the children and young people in their care; †¢Prioritising effectiveness the context and environment that influence the child’s development are seen as increasingly important; †¢Liaising with other professionals and facilitating meetings, discussions and courses; †¢Developing and reviewing policies; †¢Conducting active research; Formulating interventions that focus on applying knowledge, skills and expertise to support local and national initiatives; Developing and applying effective interventions to promote psychological wellbeing, social, emotional and behavioural development, and to raise educational standards. The majority of educational psychologists are employed by local education authorities. Other employers include: consultancies, social services departments, universities, child psychiatric units, paediatric assessment units, independent schools and voluntary organisations. Typical responsibilities of the job include: †¢Using psychological tests, theories and procedures †¢Recommending, developing and administering appropriate therapies and strategies †¢Writing reports †¢Undertaking research †¢Providing training †¢Meeting, advising and liaising with parents, teachers and other professionals †¢Advising on educational policies.

Sybil the Person within the Person an Example of the Topic Psychology Essays by

Sybil the Person within the Person by Expert Suzzane | 28 Dec 2016 Sybil is a movie based on the life of a young woman who suffered from blackouts and emotional breakdowns. Within the psychiatric world Sybil is one of the most sensational and controversial cases of Dissocciative Identity Disorder. After seeking therapy the character Sybil was diagnosed with Multiple Personality Disorder now known as Dissociative Identity Disorder, DID, but scholars today debate the existence of the disease which they say was projected onto the patient by her therapists suggestions. Need essay sample on "Sybil the Person within the Person" topic? We will write a custom essay sample specifically for you Proceed Sybil, actually named Shirley Mason, was a graduate student at Colombia of University and an artist. Her blackouts and breakdowns finally prompted Mason to seek out medical treatment in 1954 after she awakens from an episode in a lake knee deep in water. She began seeing Cornelia Wilbur, a psychotherapist who worked with Mason for 11 years. Wilbur diagnosed and treated Mason who after treatment went on to teach art in Lexington, Kentucky and run an art gallery out of her home. Mason and Wilbur became lifelong friends. Mason was described by neighbors and community members as quiet and kind. However, before her treatment Mason may have had as many as 16 different personas including that of two males. Undergraduates Often Tell EssayLab writers: I'm not in the mood to write my essay now. I don't have the time Essay writers recommend: Help With Essay Writing. Here Is Your Life Vest! Top Essay Writing Best Website To Buy College Papers Best Writing Services Best Essay Writing Service Scenes from the movie indicate that Mason was severely abused both physically and mentally. In one scene a young Sybil makes a Christmas tree ornament, a magazine picture pasted onto a foil covered star. Sybil shows the star to her mother who is making chocolate chip cookies. The mother is singing nonsense songs and acting somewhat curt with Sybil who then goes and hangs the star on the tree. When Sybil asks her mother to come and look, the scene becomes as scary as any horror film. During the next scene we see an adult Sybil reliving the experience in therapy. It is here that we learn that Sybil was kicked repeatedly for hanging the ornament on the tree and then given a candy cane. This cycle of abuse is elsewhere in the movie as Sybils mother trips the young girl and then gives her a cookie. Throughout the movie Sybil is both physically and sexually abused. The horrendous abuse causes her to form distinct personalities which originate from her extreme emotional response to the abuse. According to the book there was Peggy Lou, an assertive, angry personality, Peggy Ann, a similar personality that exhibits more fear than anger, Marcia Lynn, a writer and painter, Marcia Lucinda, a maternal personality, Vanessa Gail, a sexy self, Mike and Sid, Sybils two male personalities both were carpenters and handy men one, Nancy Lou Ann, a political personality afraid of Catholics, Sybil Ann, a pale listless persona, Clara, a deeply religious and critical persona, Ruthie, an infant and three other personalities that represent different responses to the abuse Sybil suffered, (Schreiber, 1989). It is currently not certain if the abuse illustrated in the movie Sybil was representative of Masons childhood. However, the personalities that emerged during therapy do appear to represent real emotional responses to events from Masons childhood. However, Wilbur and Mason both dies in the 1990s and the books author and last person who was personally involved in the project has also past leaving current scholars only a handful of audio cassettes to evaluate Wilburs treatment technique and diagnosis. One doctor, Robert Rieber, of John Jay College of Criminal Justice asserted in a study before the American Psychological Association that Wilburs diagnosis was incorrect. He states that Wilbur falsely led Shirley into creating the characters. Rieber had access to Wilburs tapes and after listening to them he made a case that Mason was an extremely suggestible hysteric. Another doctor who had treated Mason in Wilburs absence also proclaimed that Mason was a hysteric. Either way the fact is that Mason did exhibit symptom of severe trauma that embodied itself in the appearance of very developed and strong personality traits which developed as result of emotions which the young Mason could not understand or process. According to skeptics Wilbur lead Mason to name the emotional personas. They assert that Wilbur did this initially to allow Mason the opportunity to discuss her abuse through the voice of another so she did not have to acknowledge it herself. This is slightly different from a person who actual has the disorder and their subconscious does the disconnecting. Rieber and others publicly have stated that Wilbur and the books author sensationalized Masons case to sell books. However, a close friend of Masons said that she asserted that the book and movie was true. As a possible highly suggestible hysteric patient she probably would believe that the book and movie represented real events. Sybils behavior is not typical of a dissociated identity disorder. Most documented cases of DID do not have as many alter selves and they generally do not behave so drastically. According to Rieber, Wibur often asked Mason to speak to her in the voice of Peggy or another one of Masons so called personas. He said that by leading the patient in this fashion she implanted the characters and their identities into Mason. The movie, however, does not give evidence to this. In the movie Sybil truly exhibits the symptoms of a DID. Under certain circumstance a psychiatrist may use prolong interviews, hypnosis or drugs during interviews before being able to make a diagnosis of DID, (Real Mental Health, 2006). Rieber criticized Wilbur for using drugs and hypnosis during diagnosis yet in the movie, which may or may not be representative of the real case, Wilburs use of these methods was consistent with the description of diagnosis. All of these measures encourage a shift of personality states during the evaluation, (Real Mental Health, 2006, 6). Personality shifts were present in the film. Sybil would transform into a baby, teenager or carpenter at the mention of certain memories. Some of the symptoms of DID that Sybil experienced were blackouts, which were evident throughout the film, headaches and time lapses. However, there are a few other symptoms that Sybil did not have such as awareness of others. Many DID patients are aware of other personalities which share their body. This can manifest itself in the form of voices or hallucinations, (Real Mental Health). It is uncertain if Mason actually was a DID case. Investigations by several different doctors uncovered no evidence of abuse at Masons hometown. Although people who knew Mason as a child and knew her mother did say that there was something strange about their relationship. There is virtually no mention about Masons father and any knowledge he may have had of the abuse but it is certain that after therapy Mason did completely break all ties with her family and hometown. No matter if the movie was highly dramatized or if it was an accurate portrayal of Masons illness one thing is certain the character Sybil was a DID. She showed symptoms of transforming from one personality to another depending on the level of fear, sadness, loneliness or happiness that she experienced. Each emotion was distinctly represented by a fully articulated persona. By the end of the movie Sybil is able to face her personalities after disclosing the final most horrendous abuse memory. Each personality had access to these memories yet none of them were able to share it with Wilbur. However, in the final scenes of the movie Sybil is able to express to Wilbur the sexual abuse that she endured and thus is able to meet her other personalities which were protecting her from this final piece of her childhood. This too is symptomatic of a DID case. The original personality often creates the personas in an attempt to protect themselves from emotions so extreme they can not process them. References Real Mental Health (2006). Signs and Symptoms of DID. Retrieved Dec. 16, 2008, from www.realmentalhealth.com Schreiber, F. R. (1989). Sybil. : Grand Central Publishing.