Friday, September 6, 2019
Understanding Aroma Therapy Essay Example for Free
Understanding Aroma Therapy Essay Abstract            With the various ways that physical pains can be treated, individuals now have several options and alternatives to choose from. One involves the practice of alternative medicine particularly the practice of aroma therapy. Though the relative effects of such treatment may be subjective in nature, the reported benefit that the practice can create to individuals is an alternative to majority of practices and procedures surrounding the realm of medicine and treatment.       With the relevant dynamic and stressful environments individual’s live in, it is vital for each one to have their own outlet to relax and release stress. One approach involves the practice of aromatherapy sessions. By engaging in such, people can have an alternative opportunity to unwind, relieve stress and create a feeling of ease and satisfaction. It is through this that the opportunity of alternative therapies is put in the spotlight and showcases its relative benefits and advantages Defining Aromatherapy            Like any other alternative practices, aromatherapy utilizes several factors without the use of any medication to alleviate the treatment. â€Å"Aromatherapy can be defined as the art and science of utilizing naturally extracted aromatic essences from plants to balance, harmonize and promote the health of body, mind and spirit†(National Association of Holistic Aromatherapy, 2006). It seeks to create therapeutic effects on individuals who engage in it by using various forms from the environment. â€Å"Aromatherapy utilizes pure, natural, unadulterated aromatic essences, called essential oils and hydrosols that come from botanical material†(Wavelengths Natural Health, 2003). Exhausting Benefits            Various individuals and practitioners of the mentioned method have showcased the potential benefits that the practice can do to individual health. Since the method involves the sense of smell, it exhausts its benefits in the relative contributions it does on an individual’s brain and senses. The use of aroma’s and hydrosols thus, is the important element in extracting its benefits. â€Å"Herein lies one of the powerful benefits of aromatherapy – it can not only help to heal some physical imbalances of the body, but also affect emotions and memory†(Wavelengths Natural Health, 2003).            Another important benefit that the practice does is its contribution towards and individual’s hypothalamus. The hypothalamus creates and stimulates various conditions in an individual’s brain which in turn can exhaust positive responses in man’s physical and emotional state. â€Å"Hormones influence emotions and behavior as well as regulate the activities of organs or specific groups of cells in the body†(Wavelengths Natural Health, 2003). Appropriateness            The practice of aromatherapy has been viewed by many as a way to alleviate stress and pressures from work and other activities. Significant studies have showcased aromatherapy’s contribution to individual’s health. â€Å"In a study conducted at the Memorial Sloan-Kettering Hospital in New York, patients undergoing magnetic resonance imaging (MRI) reported 63 percent less claustrophobic after getting exposed to the aroma of vanilla†(ICBS, Inc., 2007). In addition, there are also studies that indicate the effects it contributes towards people who are sick. â€Å"In another study, 122 patients who were in an intensive care unit reported feeling much better when aromatherapy was administered with the oil of lavender (compared to when they were simply given a massage or allowed to rest.)†(ICBS, Inc., 2007). Getting the information needed            Exhausting relative information about aromatherapy requires a through understanding about the scope of the topic and its relative components. Seeing this, the relevant information for me is the related organizations and associations that cater to the study and development of aromatherapy. This information seemed credible because they had exhausted such information from experience and research.            On the other hand, there are several that are least credible on my part. These involve websites and encyclopedia articles describing the method and its practices. It lacked credibility because they just mainly derive facts from other sources or lack the depth in research and information concerning the benefits of information. Disclaimers            Important contradictory information about this therapy involves other companies claim towards scents and hydrosols to contribute something for man’s betterment. It involves a particular form of regulatory standard towards its regulation and control. Since aromas and hydrosols in excess also create negative implications among individuals, further regulation must be created to safeguard users and patrons of such method. â€Å"In 1986, the agency warned that marketing a scent with a preventive or therapeutic claim would make the product a drug subject to regulatory action†(Barett, 2001). Further Questions            One important question surrounding the said method involves the proper amount of aromas and hydrosols to be applied per session. Since the application of scents and aromas is vital to achieve a certain level of therapeutic effect and on the other hand the excess of it can lead to negative implications, one must be aware of how much should be applied to create the desired feeling and benefit. Advocating the practice            In conclusion, seeing all the benefits and contributions that aromatherapy can create towards individuals, I can be inclined towards recommending it to clients. I would especially recommend such alternative treatment to people who are undergoing stress and pressures from work or to individuals who just need to relax. Just be sure to go to a certified and accredited aromatherapy centers in your area. These people can help you towards your individual needs and create better avenues for satisfaction and healing. References Barrett, S. (2001) Aromatherapy: Making Dollars out of Scents. Retrieved August 4, 2008 from http://www.quackwatch.org/01QuackeryRelatedTopics/aroma.html ICBS, Inc. (2007) Which Problems can Aromatherapy Help? Results of Clinical Studies in Holistic Online.com Retrieved August 4, 2008 from http://holisticonline.com/Aromatherapy/aroma_benefits.htm National Association of Holistic Aromatherapy. (2006) What is Aromatherapy. Retrieved August 4, 2008 from http://www.naha.org/what_is_aromatherapy.htm Wavelengths Natural Health (2003) Benefits of Aromatherapy. Retrieved August 4, 2008 from, http://wlnaturalhealth.com/aromatherapy-articles/benefits-of-aromatherapy.htm Wavelengths Natural Health. (2003) What is Aromatherapy. Retrieved August 4, 2008 from, http://wlnaturalhealth.com/aromatherapy-articles/what-is-aromatherapy.htm
Thursday, September 5, 2019
Acute Respiratory Distress Syndrome Health And Social Care Essay
Acute Respiratory Distress Syndrome Health And Social Care Essay Acute Respiratory Distress Syndrome (ARDS) is a serious respiratory condition of diffuse alveolar injury seen frequently in intensive care patients. It was first identified in 1967 by Ashbaugh, Bigelow, Petty and Levine as the acute onset of broad respiratory symptoms. This improved the clinical and pathological understanding of the condition. Small changes to therapeutic practice have developed, however despite these developments the morbidity and mortality in patients of all ages with ARDS remains significantly high (Fan, Needham, Stewart, 2005). This topic has been chosen by the author as they have a personal interest in this type of patient after having recently cared for a critically ill ARDS patient in their ICU (Intensive Care Unit). The author has previously been involved in caring for ARDS patients at their place of work and over that period has observed changing practices and treatment. A further knowledge and understanding of this complex patient is their motivation for this topic. A case study relating to a case of ARDS is attached as Appendix 1 and will be referred to throughout this assignment. The pathophysiology of this disease leading up to the presenting signs and symptoms of ARDS will be presented. Current literature and treatment trends will be discussed in conjunction with the medical and nursing practice observed within the ICU workplace. Treatment trends and recommended best practices will be identified and critically analysed. Recommendations will then be presented to encourage best practice within the ICU workplace. First described in 1967 by Ashbaugh and colleagues as Adult Acute Respiratory Distress Syndrome, ARDS patients continue to have a high rate of mortality and morbidity (Fan, Needham, Stewart, 2005). A definition was implemented in 1988 (MORE DETAILS>>>) and then a new simplified definition was recommended in 1994 by the American-European Consensus Conference (AECC) (Harman 2009). It acknowledged that the severity of lung injury varies, and it was a definition that was easy to apply in the clinical setting (Ware Matthay, 2000). The new definition involved changing the name from adult to acute respiratory distress syndrome as it was observed that the syndrome occurs in adults and children. The AECC definition states that the patient must have an acute condition, characterised by bilateral pulmonary infiltrates and severe hypoxaemia in the absence of evidence of cardiogenic pulmonary oedema. Hypoxaemia is calculated as a ratio of PaO2/FiO2. In ARDS the ratio is less than 200. Cardiogen ic pulmonary oedema is excluded either clinically or by pulmonary wedge pressure of less than 18mm Hg in patients with a Swan-Ganz catheter. Despite this official and accepted definition there is still argument over the ability to accurately define ARDS when it is a syndrome and not an illness and because of this the presentation and pathway of the disease varies between patients (Zambon Vincent, 2008). There has also been criticism over the simplicity of the AECC definition as it does not identify the underlying cause, nor does it require other systems affected to be assessed (Ware Matthay, 2000). The major benefit of the universally accepted definition has been the ability for hospitals and investigators to begin the advancement of clinical trials into treatment of this syndrome (Ware Matthay, 2000). In patients diagnosed with ARDS 80% can have the cause related to either direct or indirect injuries. Direct injuries include pneumonia, aspiration, lung contusion, fat embolism, near-drowning, inhalation injury, and reperfusion injury. While indirect injuries include non-pulmonary sepsis, multiple trauma, massive transfusion, pancreatitis and cardiopulmonary bypass (Berten Soni 2009). This insult to the respiratory system is reflected in a variety of pathophysiological presentations leading to the patients presenting signs and symptoms. There are 3 identified stages of ARDS. The acute or exudative phase is seen in days 1-7. The sub-acute or proliferative stage is seen from around day 7, and the chronic or fibrotic phase is generally seen around 2-3 weeks after the initial onset (Marshall, Bellingan, Laurent, 1998, Griffiths 2007). The exudative phase leads to the disruption of the normal alveoli-capillary barrier which therefore disrupts ventilation and oxygenation. Inflammation occurs in the lungs and the body releases cytokines and inflammatory mediators from the epithelial and endothelial cells. Other cells (neutrophils and T-lymphocytes) move into the lungs and causing alveolar damage. The inflammation causes endothelial dysfunction, and increases the permeability of this barrier which allows fluid to escape from the capillaries and limits the draining of fluid out from the lungs. Small vessel thrombosis occurs as a result of pulmonary capillary and endothelial swelling Cell debris plugs the alveolus lumen leading to pulmonary oedema increasing the thickness in the alveolar-capillary space. Surfactant supply depletes and production becomes inactivated. The exudative phase is seen in the ICU patient as increased shortness of breath, higher respiratory rate, productive cough, wet sounding chest, decreased oxygenation. These symptoms were all seen with the patient in Appendix A. The Proliferative Phase is and involves the initial stimulus causing the stimulation of the cascade effect. All ARDS patients will experience this stage. It leads to an increase in the permeability of the alveolar-capillary barrier leads to a rush of fluid into the alveoli. This injury allows pulmonary oedema to occur in patients with no known cardiogenic failure. This protein rich fluid engulfs the alveoli drawing in activated neutrophils and macrophages. This initiates the inflammatory cascade which releases interleukins, tumour necrosis factor and inflammatory mediators. Neutrophils release oxidants, leukotrienes and various proteases. The effect of this process is cell damage, with cell debris blocking alveolus lumen and the inactivation of surfactant. As a result platelets combine, a procoagulant cascade may arise. Surfactant inactivation, alveolar filling, cellular debris all lead to an increase in respiration rate. Surfactant loss causes alveolar collapse due to increased surface tension and causes a decreased closing lung volume. This leads to less than normal functional residual capacity causing increased respiratory rate and reduced lung compliance. The alteration in the harmony between alveoli and vascular ************************************************** The proliferative stage is generally seen after day 7. It involves the proliferation of fibroblasts, hyperplasia of pneumocytes and ongoing inflammation. The Fibrotic phase is seen 3 weeks after presentation and the patient is seen to have lung fibrosis, honeycombing and bronchiectesis. This leads to long-term chronic lung conditions. Clinical management of ARDS is focused on promptly and appropriately treating the underlying cause, supporting lung function and preventing complications related to the medical treatment and the disease process. No treatment is definitive, but early anticipation of complications can reduce the length of stay. Treatment is supportive As previously noted mortality rates have barely reduced over the years. There has been much research into new ventilation strategies along with pharmacological and non-pharmacological techniques. So far few have improved survival. The most important and practice changing study was in 2000 when The Acute Respiratory Syndrome Network did a large (861 patients) multi-centred randomised trial comparing traditional tidal volumes with lower tidal volumes. At the time patients were being ventilated with tidal volumes (VT) of 10-15ml per kilogram of body weight with plateau pressures of 50, to achieve normocarbia and pH. The study was abandoned early as there was seen to be a 22% decrease in mortality of those patients with the lower range of TV. The high peak pressure and the high tidal volumes were found to be causing shearing injuries to the lungs and also causing a higher mortality. This study revolutionalised ventilation strategies of ARDS patients and demonstrated that lung protection techniques could improve survival (Levy, 2004). It is now common practice worldwide to ventilate patients on tidal volumes of around 6ml/kg and as low as 4ml/kg and to allow permissive hypercarbia. I There continues to be research in to the benefit of PEEP in ARDS. There have been several studies conducted looking at the benefits but few have had conclusive results. Ashbaugh et al. (1967) identified patients that were mechanically ventilated with ARDS and had no PEEP became immediately severely hypoxaemic. Research has continued since then as to identify the optimal amount of PEEP. PEEP is important as it assists the severe ARDS patient by minimising alveolar collapse and improving gas exchange and lung compliance. Traditionally PEEP is set at 5-12cmH2O (Briel et al., 2010) but it is yet to be established what is the optimal level of PEEP ( Gattiononi, Caironi, 2008, Dellinger, Levy, Carlet et al, 2008). recent studies have been trying to identify if higher PEEP is better than lower, or traditional PEEPS. The problem has been what is low and what is high PEEP? A recent analysis by Briel et al. (2010) and supporting commentary by Rubenfeld (2010) has identified that the it has also been found that PEEP can be dangerous in but it is not established how much is enough PEEP. The author has identified medical and treatment seen within their place of work and will discuss this further. Oxygenation is optimised as seen in appendix A by Treatment includes optimising gas exchange by maintaining oxygenation, adequate tissue perfusion. Strict fluid balance. Ensuring nutritional requirements are met Before 1990 ARDS was reported to have a mortality rate of 40-70% in the US (there were few studies outside the USA initially) (Harman, 2009). Since then several studies have been done around the world. New research has found the rate of mortality has deceased marginally in some studies, but still not significantly. A couple of studies in the US and the UK in the 1990s have found mortality rates much lower in the 30-40% range (Davidson, Caldwell Curtis, 1999, Davey-Quinn, Gedney Whitely 1999). A 2002 Australian study identified mortality at 34% (Bersten, Edibam, Hunt, Moran, and the ANNZCCSCTG). A 2008 systematic analysis of ARDS statistics identified mortality still in the range of 15-61% in studies published after 2000 (Zambon Vincent, 2008). It must be acknowledged that some of this data was from studies with very small groups of patients in the trials. Despite this it still identifies a high rate of mortality and very little improvement in survival over the years. Improvements have been developed in the care due to ventilation strategies, improved intensive care better understanding and treatment of sepsis, recent changes in the application mechanical ventilation, better overall supportive care of critically ill patients Medical and nursing management within the authors One of the biggest developments in the treatment of ARDS was a study done in 2000 which challenged the traditional ventilation of high Treatment is supportive with the aim of maintaining adequate oxygenation to the tissues via APPENDIX 1 Mrs X is a 51 year old female who is normally fit and well. She has no past medical history. She does not take any regular medicines. She has no known allergies. She lives with her husband and 3 adult children and works full time. She returned from Melbourne 10 days prior to her presenting symptoms appearing. Mrs X has been unwell for 7 days with lethargy, myalgia, and a slight cough. She presents to her GP with a 72 hour of worsening headache, myalgia, and now a productive cough. Her GP prescribes antibiotics (Amoxycillin) and advises her to commence them the following day. The following day Mrs X is taken to the local tertiary hospital (A) by her husband with further worsening symptoms and now respiratory distress. Her respiratory rate is 30; her SpO2 is 93% on room air. She is tachycardic (110), afebrile, normotensive and her chest x-ray shows right middle and right lower lobe pneumonia, early basal consolidation, and a small left pleural effusion. Mrs X is admitted to the medical ward on CPAP Presents at tertiary hospital (A) with worsening symptoms. Respiratory Rate 30. CXR shows RML + RLL pneumonia, early basal consolidation, and small L) pleural effusion. Admitted to medical ward with CPAP, tiring over the evening with increasing PEEP and FiO2 requirements. Transferred to ICU on CPAP. Intubated at 2130hrs due to worsening condition and tiring. Continues to deteriorate over the next 12 hours, now with a vasopressor requirement. Referred to tertiary hospital (B) for transfer. Swabs and cultures taken for multiple bacteria and to identify the source of pneumonia. Broad spectrum antibiotic cover commenced. (Screening included H1N1, mycoplasma serology, and urinary legonella-all eventually coming back as negative). Managed in tertiary hospital (A) overnight with high PEEP (20) and Fio2 (90%) requirements. Spo2 and PaO2 remain low (85%/55). Recruitment manoeuvres attempted by consultant and found to bed unsuccessful. Bloods show early coagulopathy, thrombocytopenia. Worsening CXR: RUL, RML, RLL, LML, LLL consolidation. Discussion with family regarding possibility of ECMO in tertiary hospital (C) if continued deterioration. Tertiary hospital (B) arrives the following afternoon. Pt being managed prone. Unproned and transferred to Tertiary Hospital (B). Arterial blood gas on arrival= Managed in hospital (B) with high respiratory support. Peaking with Fio2 1.0 PEEP of 24. Aiming for Pao2 >60, SpO2 >88%. Condition further deteriorates on day 3 in hospital (B). Ventilation and oxygenation proving difficult. Any movement causing severe desaturation. Increasing PEEP (18) and decreasing FiO2 (0.6-0.7) found to be beneficial in this patient. ABG over the day Time FiO2 pH pCO2 pO2 0908 0.6 7.35 53.5 59.7 1452 0.7 7.36 52.4 60.5 2001 0.6 7.35 53.6 62.6 2300 0.7 7.38 49.7 55.0 Initial arterial blood gas shows Sedated on morphine and midazolam and propofol. Strict fluid balance. Commenced on regular IV steroids. IV frusemide. IV erythromycin and imipenem. FASTHUG principle applied. Enteral feeding recommenced Remained febrile despite antibiotic and line changes. Chest drain insertion on day 3 in hospital (B) Tracheostomy on day 9 as not respiratory or cardiovascularly stable enough earlier. Remained on a FiO2 of an average of 0.60 and PEEP of 16-20 for the first 12 days. De-sedated and a slow respiratory wean commenced on day 10. Patient continues to be critically ill and have slow respiratory wean on day 18 when she is transferred back to her domicile hospital (Hospital A) to continue recovery and weaning
Wednesday, September 4, 2019
Destructive Stem Cell Research Essay -- Argumentative Persuasive Topic
Destructive Stem Cell Research   Nine states now ban all destructive embryo research, whether publicly or privately funded. The state of Virginia itself has banned the use of cloning to make human embryos for research, and is considering a response to the Jones Institute's project for making research embryos by in vitro fertilization.(36) And the Food and Drug Administration, without funding any part of in vitro fertilization, recently wrote to in vitro fertilization clinics engaged in new reproductive techniques to remind them that such technologies, albeit privately funded, are subject to federal regulation.  Like the argument that human embryos are not members of the human race, arguments that destroying them is necessary for medical progress or that funding such destruction is needed to prevent broader abuse cannot be sustained. With these arguments out of the way we can return to the real issue at stake: Should the federal government subsidize - and force millions of morally opposed taxpayers to subsidize - research that requires the destruction of innocent human life? We hope that Congress will answer that question in the negative, and will unite instead to support promising medical research that everybody can live with.  Most Christians have grave concerns on this critically important issue of embryonic stem cell research. In our view, conducting research that relies on deliberate destruction of human embryos for their stem cells is illegal, immoral and unnecessary.  It is illegal because it violates an appropriations rider (the Dickey amendment) passed every year since 1995 by Congress. That provision forbids funding "research in which" human embryos (whether initially created for resear... ...eficiency (SCID)-X1 Disease," 288 Science 669-72 (28 April 2000).  16. K. Foss, "Paraplegic regains movement after cell procedure," The Globe and Mail (Toronto), June 15, 2001 at A1.  17. E. Ryan et al., "Glycemic Outcome Post Islet Transplantation," Abstract #33-LB, Annual Meeting of the American Diabetes Association, June 24, 2001. See: http://38.204.37.95/am01/AnnualMeeting/Abstracts/NumberResults.asp?idAbs=33-LB.  18. M. McCullough, "Islet transplants offer hope that diabetes can be cured," Philadelphia Inquirer, June 22, 2001 at A1.  19. D. Woodbury et al., "Adult Rat and Human Bone Marrow Stromal Cells Differentiate Into Neurons," 61 J. of Neuroscience Research 364-70 (2000) at 364 (emphasis added).  20. D. Prockop, "Stem Cell Research Has Only Just Begun" (Letter), 293 Science 211-2 (13 July 2001)(citations omitted).
Tuesday, September 3, 2019
Beowulf :: Epic of Beowulf Essays
Beowulf      The translated Anglo-Saxon epic Beowulf is the one of the most important works of Old English literature, and is well deserved of the distinction. The epic tells the story of a hero; a Scandinavian prince named Beowulf, who rids the Danes of the monster Grendel, a descendant of Cain, and of his exploits fighting Grendel’s mother and a dragon. Throughout the epic, the Anglo-Saxon author uses many elements to build a certain depth to the characters. Three main important character elements in Beowulf are wealth and honor, Biblical, and man (good) versus wild (evil) themes.      Many of the characters in Beowulf are, like in most epics, defined by their status. But, in addition to status, the Anglo-Saxon culture also adds an element of honor. To the Anglo-Saxons, a character’s importance as well as their wealth and status was measured not only in monetary terms, but it was also measured in terms of honor, fame, and accomplishments. Hrothgar, King of the Danes, is one example of Anglo-Saxon measurement of importance in Beowulf. In the Prologue, the poet describes his wealth and importance, not only as mounds of gold or jewels, but more importantly his ease of having â€Å"Friends and kinsmen flocked to his ranks, young followers, a force that grew to be a mighty army†(lines 65-67) and his ability to create a â€Å"great mead-hall meant to be a wonder of the world forever.†(lines 69-70) Through this display of proving his ‘position of King,’ Hrothgar proves the full extent of his honor and therefore the e xtent of his wealth and status. Beowulf, the hero-prince, also proves his true wealth and status through his great deeds as defender of the Danes. As he fights and defeats Grendel, Beowulf earns fame and wealth from his companions, as well as from the Danes. More importantly, he earns honor raising him to the level of an archetypical hero. Grendel, however, is the complete opposite of Beowulf. He has no wealth, no honor, and he is infamous as an evil killer. This lack of wealth and honor defines Grendel as a symbol of evil and corruption. In addition to using honor and wealth to define a character, the poet has incorporated Biblical motifs in the epic-poem.      As time progressed, the rewriting and touching up of the manuscripts by various sources caused the characters to have Christian characteristics. These Christian themes have become very important to the epic to add an element of depth that wouldn’t be possible in modern times due to the loss of Anglo-Saxon culture and beliefs.
Monday, September 2, 2019
Brave New World Essay -- Literary Analysis, Aldous Huxley
Brave New World written by Aldous Huxley and Nineteen Eighty- Four written by George Orwell reveal characters of the future world that have lost freedom due to the loss of valued qualities. Bernard Marx, Lenina Crowne, and Helmholtz Watson compare to the characters in Nineteen Eighty- Four who were ruled under Big Brother. Bernard, Lenina, and Helmholtz disclose the loss of valued traits such as, responsibility, respect, individuality, and the capability of true love. In the future society Bernard, Lenina, and Helmholtz live in, they lack normal responsibilities. Consequences are unheard of. In Nineteen Eighty- Four Winston and other characters had certain responsibilities. They had to attend work and have children which were their â€Å"duties†but, they did not have to worry about normal responsibilities. They simply had no freedom to do as they please. In Brave New World they used a drug called Soma to escape on their â€Å"holiday.†It became a necessity for them. Lenina always sang, â€Å"A gramme is better than a damn†(Huxley 78). They did not know how to function without their escape drug. Society was dependent on Soma, â€Å"The holiday it gave was perfect and, if the morning after was disagreeable, it was so, not intrinsically, but only by comparison with the joys of the holiday. The remedy was to make the holiday continuous†(103). The characters in Brave New World were responsible for their happiness. They did not ever worry about dealing with any kind of consequences for their actions. They simply did as they pleased and took Soma to fix any type of problem. When John does not follow Lenina back to her room after the day they spent together she begins to tear, â€Å"Drying her eyes, Lenina walked across the roof to the lift. On her way dow... ...Still wearing her shoes and socks, and her rakishly titled round white cap, she advanced towards him. â€Å"Darling. Darling! If only you’d said so before!†(131). Lenina was dying to have sex with John. It was the only way she could express her feelings. She did not love John the way he loved her. Lenina was convinced it was the same because, she did not understand what true love was. Due to the lack of freedom and independence the characters in Brave New World do not have valued qualities. Bernard Marx, Lenina Crowne, and Helmholtz Watson lack many qualities that make one human. In Nineteen Eighty- Four society was ruled under a close watch. They also lacked important valued qualities. Bernard, Lenina, and Helmholtz reveal the loss of valued traits such as, responsibility, respect, individuality, and the capability of true love throughout the novel.
Sunday, September 1, 2019
How many Ski’s do they stock?
Seaport is n very few stores; therefore they are an exclusive distributor. 3. In return for providing an exclusive, what marketing demands do exclusive brands require of Seaport? They will run an ad or put items in the windows for a limited time. 4. What is the responsibility of the merchandising team? What do they do? The merchandising team is responsible for the relationships with the vendors. They are the ones who get the vendors to join the Seaport family. They also help with what stores they will go to, marketing programs and how he brand will grow. . What is the responsibility of an inventory strategist? What do they do? The inventory strategists are responsible for the quantity of the product. 6. What is the responsibility of the distributor? The distributor places the items in every sellers doors, and keeping up with all stock levels. 7. How many brands does Seaport sell? 150_ How many Ski's do they stock? Over 1 0,000 8. What are some challenges Seaport faces in keeping all brands in stock without cookouts?Can brands keep up with the growth rate; they may not be able to produce enough products as they need. 9. What are some metrics they keep track of daily? Every time a product is sold it goes through the POS system and is automatically taken out of inventory. They can pull up: the average dollar sale, how much they are selling to a client, and the units per transaction they are selling to a client. They can pull up, at any time of the day, how much volume that is currently in the store.
The Methods And Activities Of Teaching Education Essay
Teaching method is the survey of the methods and activities of instruction ( Cambridge online lexicon ) . This Assignment will look at how we can associate teaching method in learning Applied ICT to a group of Year 11 pupils of assorted ability in a typical interior metropolis Secondary school, to the theories of larning which are the foundations of how we teach and learn. Based on what has been observed during a arrangement in the secondary school, and besides on farther reading it is hard to specify precisely what â€Å" larning †is, but for the intent of this assignment acquisition can be linked to alterations in behavior, apprehension, capableness and the cognition that is acquired by both instructors and students. In a simplistic position it can be said that there are many different theories of acquisition, but the two chief countries that underpin this in instruction are the humanistic attack, looking at what pupils â€Å" want to larn †, and the behavioral attack, concentrating on what â€Å" the instructor is desiring †the student to larn. It was noted that within the schoolroom and whilst on a school visit at that place seemed to be no important behavioral jobs within the group of students. Teaching Applied ICT gives the chance to travel out of the schoolroom environment and visit companies and administrations so that pupils are able to see ICT working in context within the workplace. Giving pupils this chance should assist them derive a broader cognition and apprehension of this topic, but taking pupils out of a schoolroom environment can make alterations in the behavior of pupils, and it is besides of import that the capableness of all the pupils is challenged. The Humanistic position to acquisition is that of ‘natural desire ‘ , where acquisition is student lead and personalized, and the function of the instructor is thought of as more of a facilitator. One of the cardinal premises of this humanistic position harmonizing to Huitt ( 2001 ) is the fact that people act deliberately and with values. Humanists believe that you should look at the person as a whole, and that it is of import to see how an person learns throughout their life as they grow and develop. Smith ( 1999 ) discusses the basic concern for the human potency of growing. It was noted that in some instances in the schoolroom environment pupils are non needfully come ining the schoolroom with the purpose of larning. As pupils have chiefly decided on taking to larn and prosecute in the subject of ICT within the 14-19 course of study, this suggests that at some phase the pupils did hold a natural desire to take up the topic in order to prosecute in the acquisition and hopefully come on onto makings. The possibility is that the existent desire of pupils on a twenty-four hours to twenty-four hours degree may be greatly different to the desire that they have to larn over a longer period of clip. Abraham Maslow ‘s Hierarchy of demands argues that people aim to run into basic demands first, and so they seek to run into in turn higher demands in the signifier of a hierarchy until they reach self-actualization, or self fulfillment. Behavior and acquisition is motivated by an persons desire for personal growing an the demand to go all the things that a individual is capable of going ( Maslow,1970 ) . Although non straight linked to the instruction of ICT within the schoolroom it is really important that pupils are likely to hold other demands other than that of larning in order to accomplish their true potency. I have noted on several occasions that pupils have non been concentrating during the beginning of lessons, even when the starting motor exercising has been accessed by the bulk of pupils. When these pupils were questioned, particularly during forenoon periods, the reply given was that they could non concentrate and they were hungry, which coincides with the lowest degree on the hierarchy. Maslow foremost introduced his construct of hierarchy in 1943 in his paper â€Å" A Theory of Human Motivation †, which was closely followed by his book â€Å" Motivation and Personality †. There are many facets of this theory that can be linked to the person ‘s motive either within the parturiencies of a lesson, or over a period of clip. These hierarchies are closely linked to the construct of ECM which is now high on the authorities ‘s docket for schools. There is nevertheless a few exclusions that often occur within this theoretical account, such as persons when questioned did experience safe and secure in the schoolroom environment even when they have non had breakfast. In the theoretical account it is merely possible to seek the safety of a secure environment when the physiological demands are met, hence another issue with this theoretical account is that there are no clip limits set. An person could perchance drop to the underside of the hierarchy within a lesson if a student has forgotten a jammed tiffin or their dinner money. They may get down to merely believe of where they are traveling to acquire their following repast. Closely linked with the humanistic attack theoretician David A. Kolb suggests â€Å" acquisition is the procedure whereby cognition is created through the transmutation of experience †Kolb, ( 1984, p. 38 ) . The theory consists of a rhythm which is in four phases, where you are able to get down at any one phase, but so each phase must follow in sequence: â€Å" Make †or Concrete experience â€Å" OBSERVE †or Brooding observation â€Å" Think †or Abstract conceptualisation â€Å" Plan †or Active experimentation Along with the larning rhythm Kolb besides offers a manner into understanding the single people ‘s acquisition manners. Within Applied ICT it is really helpful taking pupils out of the schoolroom and into organisations where they can ‘observe ‘ ICT working. Rather than learn pupils how and why the ICT is being used it was found to be more productive to allow the pupils experience the ICT working in the normal environment of an organisation before inquiring the pupils to organize sentiments on what the engineering may be used for. In the instance of detecting a working eating house, pupils were able to see restaurant staff taking orders and so walking back to the order desk to put the orders on a touch screen. Once observed the pupils reflected on why the staff were continually traveling towards the same computing machine terminus after taking orders, organizing an sentiment as to why they must be inputting the information into an ordination system for the kitchens. The pupils besides noted that it would besides be possible to utilize the same ordination system to associate the drinks orders to the saloon staff. All of this information was so confirmed by allowing pupils really taking an order themselves and come ining it into the order database, where they gained a concrete experience. Looking at how the pupils really learned, Kolb ‘s acquisition manners can get down to go understood. Some pupils found it much easier to understand the usage of engineering by come ining the order, and so reflecting on how this would be utile when watching the servers ( diverging ) . Assimilator scholars found that it was easier to gestate how the ordination would take topographic point before watching the order pickings and so reflecting on how this wasaˆÂ ¦aˆÂ ¦ Learners who had conceptualized the order pickings, but had non truly understood how and why the ordination worked through observations started understand more when they started to believe how it would work if they had really witnessed a drinks order being processed ( meeting ) . Finally the scholars who were ‘Accommodating ‘ merely understood truly what was traveling on when they non merely entered the orders themselves, but started to believe about which other types of orders could be placed on the system. The whole work of Kolb underpins the course of study and how it may be delivered in schools today, although readying for the trip was non simple as one of the issues with Kolb ‘s work is that vitamin E does non take into history the different attainment degrees to which the pupils are working at, therefore it was necessary to fix resources for the pupils at different degrees so that all pupils could prosecute with the acquisition and develop their cognition. The theory of multiple intelligences was developed by Howard Gardiner in 1983. He suggests that persons possess a figure of different independent intelligences ( at least seven ) , and that these can be acquired at different degrees. Gardner besides suggests that if persons have an ability to larn in a certain mode, they should be encouraged to develop their acquisition utilizing this endowment. Gardner material During instruction, the thought of pupils being able to develop their abilities to larn focussed planning on the single pupils and how to include and develop all pupils within the category. This attack closely links back to the Every Child Matters docket and how to develop the cognition of all persons within the schoolroom. Although concentrating on certain facets of Gardner ‘s intelligences, such as the verbal-linguistic and logical-mathematical abilities of pupils within the schoolroom it is besides of import to see the overall interpersonal and intrapersonal abilities of pupils more to supply a more rounded and balanced course of study. There is a demand to provide for pupils at different abilities, whether within the schoolroom, the twelvemonth group, or the cardinal phases. Depending on how pupils are grouped should impact the manner in which lessons are planned and delivered. Although some of the thoughts behind the theory of Gardner are used within the schoolroom the overall footing of the theory is non adequate to alter the manner in which persons are grouped, as at that place seems to be stronger influences that bind persons larning together, such as those described by Maslow. It is possible to distinguish within lessons so that an effort is made to assist the pupils to larn to the best of their ability. How far you can continue with this construct whilst taking into history that pupils are on the whole grouped together in age instead than overall ability, and besides sing the ability of the instructors to develop the lessons with the equipment and resources available makes it hard to do a judgement on whether each kid is larning to the best of their ability. No affair what the ability of pupils there is a theory that suggests that by detecting and copying behaviour, this can take pupils to ‘think for themselves ‘ , which is cardinal to a pupil ‘s patterned advance throughout their instruction. The Social Learning Theory developed by Bandura ( 1977 ) stresses closely the nexus between pupils detecting behaviours that may hold been modeled and copying these, taking to larning. Bandura ( 1977 ) provides a elaborate description on acquisition. For him Learning would be extremely arduous, non to advert risky, if people had to trust entirely on the effects of their ain actions to inform them what to make. Fortunately, most human behaviour is learned observationally through mold: from detecting others one forms an thought of how new behaviours are performed, and on ulterior occasions this coded information serves as a usher for action. ( Bandura 1977, p.22 ) Within the schoolroom environment it was noted that it is really utile to pattern undertakings to pupils as they will so hold a higher and better apprehension of the undertaking and what they need in order to finish the activity. Outside the environment of the schoolroom, whilst engaged in larning within an organisation that the pupils were analyzing it was noted that pupils responded in several different ways. The behaviour of pupils, instead than going more riotous became more professional and respected. This may hold been the fact that they were in a professional environment with other members of the populace in attending. One other facet of the pupils ‘ behaviour became noticeable when they met the usher demoing them around the edifice. It was obvious that pupils accidentally copied the idiosyncrasy of the usher, which can be attributed to the positive attitude and attributes that were seen by the students on what they perceived as a function theoretical account. Although whilst pupils are acting right in and out of the schoolroom, there are times that pupils do non prosecute with lessons and get down to misconduct. Piaget ( 1932 ) discussed the moral development of persons and an apprehension of others. It can be noted that morally pupils should truly cognize they are at school to larn, and non interrupt the schoolroom. Further work by Piaget ( 1952 ) , produced by decennaries of detecting immature kids lead to his theory of cognitive development. The footing of the theory of cognitive development is that there is a displacement of kids ‘s thought over certain phases of their ripening, as they are turning up. These phases were split into four, with the concluding phase, when a pupil is in adolescence they should be able to ground hypothetically and infer results, hence actively build their ain cognition and understand results, believing for themselves. In instruction it is clear that persons are grouped in phases, therefore miming theory of Piaget. Year groups are grouped into Key Stages for development, but although pupils still receive lessons in their twelvemonth groups it is obvious that non all students develop at the same rate. Within the schoolroom environment and besides whilst taking visits it is still really of import to distinguish lessons so that all students are able to entree the lesson, and besides supply extension undertakings where students have completed work to a satisfactory degree within the clip and have no other work to finish. The theory behind cognitive development does non associate to â€Å" how †a pupil can be cleverer with relation to their knowledge harmonizing to their age. There is besides small or no grounds of other factors such as societal or emotional facets which may act upon larning. Similarly at that place seems to be no nexus towards unnatural development or development upsets that may be present in a pupil. Unlike Piaget where it is considered that the development of a kid must predate their acquisition, the sociocultural position of Vygotsky ( 1978 ) argued that â€Å" acquisition is a necessary and cosmopolitan facet of the procedure of developing culturally organized, specifically human psychological map †( Vygotsky 1978, p.90 ) . This position suggests that in existent fact that societal acquisition would predate the development of an person. Therefore whereas Piaget would reason that the development of a student is due to them being actively funny and desiring to be involved in the acquisition taking topographic point, Vygotsky would reason that the societal part and interaction, for illustration with the usher on the visit, helped the procedure of development of the students. Taking the thoughts of Vygotsky into the schoolroom it has been noted that pupils working collaboratively, when they are socially interacting either with their equals or instructors, or whether working in braces or groups, will bring forth a high degree of work if kept on undertaking. This cooperation Vygotsky argues leads to cognitive development. Vygotsky ( 1978 ) besides viewed the Zone of Proximal Development as an country where counsel or instructions can be given, leting students to work on their ain to develop higher mental maps. Within the planning and instruction of a lesson it is clear that aims and success standards have been planned and shown to the students. This clearly develops the ability to finish undertakings to different degrees of accomplishment for the students, and allows them to progress their acquisition in a manner that is clear and concise. In kernel, on an single footing, a pupil needs to understand how they can ‘learn to larn ‘ in order to derive the best instruction they can accomplish. Students have to take duty for their ain acquisition, with the aid of instructors, parents and as many resources as possible that will profit them overall. The pupils single acquisition manners must besides be noted down by instructors in order for them to be after, develop and present lessons in a individualized manner, for as many persons as possible in each lesson. Taking into history that pupils are grouped in cardinal phases and in twelvemonth groups, and even possibly in sets, there will ever be a scope of pupils within the schoolroom that have to be catered for. It is of import for instructors to encompass as many instruction and acquisition manners as possible if they are appropriate to travel any of the single scholars in the schoolroom forward. In Applied ICT although the pupils may understand the theory of the existent ICT, it may be hard for the pupils to set the existent application of the usage of the ICT into context. Timetabling deductions mean that it is impossible to wholly personalise the acquisition of an person at present as the resources are clearly non available for this to go on. As this is the instance personalization has mostly got to take topographic point within lessons associating in with the humanistic attack to distinguishing for the person or groups. This attack will besides assist with the multiple intelligences within the schoolroom and cater for different ability pupils, scaffolding lessons so that all pupils engage within the acquisition environment and are able to come on in a safe environment.A
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