My Triathlon Training Program Essay Example

My Triathlon Training Program Essay My Goal: To complete the triathlon with an achieved or higher. In order to achieve this goal I will need to Train specifically for the triathlon, stay positive through the training and the triathlon and finish the triathlon under 41.30. I will know I’m on task to achieve my goal by recording times and results from trainings, progress and increase trainings weekly and compare results to the times needed for me to achieve my goal Explain in detail how you applied the training methods to your training program. To train for the triathlon we were given different training methods we could apply to our trainings too help us out. These methods were, Fartlek, continuous, interval and resistance. These methods would help our trainings become more specific to triathlon training. One of the methods I include in my trainings was continuous training. Continuous training is when you train nonstop and continue whatever exercise you are doing without breaks/ rests. I included continuous training when I would go for runs. This meant I would try and run the distance I set out to run without stopping. Another method I used was fartlek training. I applied this method to my training when I was on a spin bike at the gym. When I used fartlek training I Would try to stay above 125 RPM for about 40 seconds to a minute then slowed it down and try stay at or around 100 RPM for about 5 minutes. Then I slow it down to a steady pace and recover a bit before I would repeat the method. One more method I would use was t he interval training. I would use this method when I would go swimming, I would swim one length then rest when I got to the end of the pool, I made sure my rests weren’t to short or to long so that I knew I was taking full advantage of this method by doing it correctly. We will write a custom essay sample on My Triathlon Training Program specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My Triathlon Training Program specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My Triathlon Training Program specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Explain in detail how the following principles of training to your training program Specificity Progressive Overload Time Frequency Intensity. Specificity is when you train specifi

Foam Definition in Chemistry

Foam Definition in Chemistry A foam is a substance made by trapping air or gas bubbles inside a solid or liquid. Typically, the volume of gas is much larger than that of the liquid or solid, with thin films separating gas pockets. Another definition of foam is a bubbly liquid, particularly if the bubbles, or froth, are undesirable. Foam can impede the flow of a liquid and block gas exchange with air. Anti-foaming agents may be added to a liquid to help prevent bubbles from forming. The term foam may also refer to other phenomena that resemble foams, such as foam rubber and quantum foam. How Foam Forms Three requirements must be met in order for foam to form. Mechanical work is needed to increase the surface area. This can occur by agitation, dispersing a large volume of gas into a liquid, or injecting a gas into a liquid. The second requirement is that surfactants or surface active components must be present to decrease surface tension. Finally, the foam must form more quickly than it breaks down. Foams may be open-cell or closed-cell in nature. Pores connect the gas regions in open-cell foams, while closed-cell foams have enclosed cells. The cells are usually disordered in their arrangement, with varying bubble sizes. The cells present minimal surface area, forming honeycomb shapes or tessellations. Foams are stabilized by the Marangoni effect and by van der Waals forces. The Marangoni effect is a mass transfer along the interface between fluids due to surface tension gradient. In foams, the effect acts to restore lamellae (a network of interconnected films). Van der Waals forces form electric double layers when dipolar surfactants are present. Foams are destabilized as gas bubbles rise through them. Also, gravity pulls liquid downward in a liquid-gas foam. Osmotic pressure drains lamellae because of concentration differences throughout the structure. Laplace pressure and disjoining pressure also act to destabilize foams. Examples of Foam Examples of foams formed by gases in liquids include whipped cream, fire retardant foam, and soap bubbles. Rising bread dough may be considered a semisolid foam. Solid foams include dry wood, polystyrene foam, memory foam, and mat foam (as for camping and yoga mats). Its also possible to make a foam using metal. Foam Uses Bubbles and bath foam are fun uses of foam, but it has many practical uses, too. Fire retardant foam is used to extinguish fires.Solid foams may be used to engineer strong yet light materials.Solid foams are excellent thermal insulators.Solid foams are used to make flotation devices.Because solid foams are light and compressible, they make an excellent stuffing and packing material.A closed-cell foam called a syntactic foam consists of hollow particles in a matrix. This type of foam is used to make shape memory resins. Syntactic foams are also used in space and deep-sea exploration.Self-skin or integral skin foam consists of a dense skin with a lower density core. This type of foam is used to make shoe soles, mattresses, and baby seats.

Isobars - A Weather Guide Definition

Isobars - A Weather Guide Definition Isobars are lines of equal atmospheric pressure drawn on a meteorological map. Each line passes through a pressure of a given value, provided certain rules are followed. Isobar Rules The rules for drawing isobars are: Isobar lines may never cross or touch.Isobar lines may only pass through pressures of 1000 or - 4. In other words, allowable lines are 992, 996, 1000, 1004, 1008, and so on.The atmospheric pressure is given in millibars (mb). One millibar 0.02953 inches of mercury.Pressure lines are usually corrected for sea level so any differences in pressure due to altitude are ignored. The picture shows an advanced weather map with isobar lines drawn on it. Notice that it is easy to locate high- and low-pressure zones as a result of the lines on the maps. Also remember that winds flow from high to low areas, so this gives meteorologists a chance to predict local wind patterns as well. Try drawing your own weather maps at Jetstream - The Online Meteorology School.

Employee Retention in UK Essay Example | Topics and Well Written Essays - 2000 words

Employee Retention in UK - Essay Example Organizationally committed employees will usually have good attendance records, demonstrate a willing adherence to company policies, and have lower turnover rates. In particular, their broader base of job knowledge often translates into loyal customers and even pay premium price. Employee retention is an issue since the turnover levels from various industries are rising. Statistics show different percentages related to turnover rates as well as the reasons for the increasing turnover. "Turnover levels vary very considerably from industry to industry. The highest levels of turnover (22.6%) are found in private sector organisations. Successive surveys of labour turnover show that the highest levelsare found in retailing, hotels, cateringand leisure,and among other lower paid private sector services groups. The public sector has an average turnover rate of 13.7%." (Stone, 2007) Almost a quarterof employees in the UK have been in their current jobs forfive years.As a proportion of aggregate turnover, the percentage of people leaving organisations through redundancy remains small. There was a slight decreasefrom 28% to 24%of organisations making more than ten people redundant during 2006 and in those operating a recruitment freeze from 24% to 22%in the course of the year. The cost of high staff turnover can be substantial. ... irect financial costs of replacing staff but also other repercussions such as the potential loss of key skills, knowledge and experience, disruption to operations and the negative effect on workforce morale. In addition, high turnover represents a considerable burden both on HR and line managers as they are constantly recruiting and training new staff. When seeking to resolve the problems associated with high turnover, companies must first investigate the underlying causes. They need to have in mind an appropriate level of attrition by benchmarking against similar organisations and taking into account the real costs of turnover to the company. Different theories of employee retention People are vital components for the effective operation of the organisation; as a matter of fact, managers often say that people are their most important assets. The human assets are never shown on the balance sheets as a distinct category, although a big amount of money is invested in the recruitment, selection, training of personnel. Rensis Likert suggested maintaining accounts of the valuable human assets through human resource accounting. The importance of the employees cannot be over emphasized because it can determine the success or failure of the organisation. Make-You-Happy Action Teams (MAT) plays a critical role in managing employee retention. This is Z-Theory management. To briefly sate, Z-Theory management means everyone that is effected by a decision for the company gets a "say" or a "vote" in the decision (tons more on Z-Theory Management in another article). This means employees are directly involved in decision making that affects them. When then make decisions that directly affect them, they stay around longer. This theory can help in managing employee retention due

Nursing research Essay Example | Topics and Well Written Essays - 250 words - 36

Nursing research - Essay Example On the other hand, the hospital’s organizational culture should implement intervention measures that promoted a supportive environment to influence the research culture in the organization and ensure that staff members were positive towards the benefits of utilizing research in their practice. In every profession, challenges abound in the implementation of various practices. In nursing, there are difficulties that are associated with evidence-based safety practices. First,  nursing researchers engage in  safety practices without identifying the strength and type of evidence base. In addition, there is no specific and clear approach during the consideration of the context of the evidence base, which affects the prioritizing of patient safety initiatives. On the other hand, most hospitals lack sufficient and reliable data on safety, which challenges the reasons for an organization to commit to an evidence-based safety practice. Moreover, a one-time instructive education does not sufficiently address or bring change in practice, which implies that, a one-time education on a particular safety intervention is not sufficient since it requires many more instructive programs. Hence, an organization is affected by various safety intervention  needs  that require many instr uctive programs to be carried out, which is

Classification and Marine Biodiversity Essay Example for Free

Classification and Marine Biodiversity Essay Important Background Information that you need to know and understand: (Understand the Key Concepts) Key words: binominal system of naming; science of classification is taxonomy; species; levels of classification (know them); dichotomous identification key; 5 kingdoms; etc†¦ CLASSIFICATION Our oceans have a great variety of life forms. Thousands of new species are discovered each year. We need to identify, name, and know the biology of all the marine species. To understand this huge array of species, a simple classification system is used to produce some order out of chaos. Example: this class has persons of all sorts of shapes, sizes, colour, eye colour, finger shape size, etc†¦.what criteria would you use to separate us all out? HISTORY Historically, we group things according to their likeness or use. There were grouping such as edible, poisonous, or medicinal. In your own dialect, you have local names for the edible things on the reef but there is no name for sponges, ascidians, and nudibranchs which you have no use for. There are only general names for corals, sharks, etc. In Fiji, we have no names for the deepsea snappers because we never caught and eat them but in Hawaii and Kiribati, you have different names for different deepsea snappers because you have caught them for generations. Fiji have large lagoonal areas and never needed to fish off-shore.. 25 years ago, Fijian students knew the local names of fish. Today, many students have lost that knowledge because they rarely go back to the village. Aristotle is the first scientist to classify all living things. John Ray developed keys to identify animals. Linnaeus (1707-1778), a Swede invented a simple naming system which we still use today (binominal nomenclature) made up of 2 Latinized words (genus species). e.g. Homo sapiens (in italics or underlined with the first letter in the genus is in capital). The genus or species may be descriptive or named after a person or place. Using scientific names shows scientific exactness as compared to common names which can be very general. Example: Siganus uspi Woodland and Gawel, 1974. Genus, species, describers, year they described it in. METHODS Members of a group share many characters. We use characters which do not change e.g. structure and method of reproduction. Characters can be countable (number of fins) or expressed as a % of total length (head length etc); Characters can be absent or present. Colour can be used as a secondary character as it can change with the environment (and fade after preservation). Fossil records are used to find out about the evolution of groups of organisms. DNA is now used to separate species too. TAXONOMY The science of classification is taxonomy. A person who classifies things is a taxonomist. 5 kingdoms: animalia; plantae; fungi; protista; monera. Protista have distinct nucleus, monera has indistinct nucleus. See kingdom of living things on page 207. You may wish to break your classification into vertebrates and invertebrates. The categories are (classifying you) Kingdom: Animalia Phylum: Chordata Sub Phylum: Vertebrata Class: Mammalia Order: Primates Family: Hominidae Genus: Homo Species: sapiens What is a species: A species is a group of organisms (basically alike) and can interbreed under natural conditions to produce fertile off spring. Consider a mule (horse x donkey); a liger (lion x tiger). Infertile off springs. Butterfly fishes can hybridize. Marine Biodiversity Biodiversity refers to the number and variety of earth’s life forms (remember the 5 kingdoms). KNOW THE Importance of biodiversity 1. If you care about the environment, you must feel strongly that other living things have a right to survive alongside each other. Other organisms do not need to benefit humans directly to have a right to exist. 2. By protecting the earth’s biodiversity, we are ensuring my own survival. As we learn about the amazing complexity of earth’s biodiversity, we will discover more and more direct benefits. 3 types of diversities 1. genetic biodiversity (refer to genetic variety and variability within each species – genes vary between individuals within a species). Use your class as an example and see the differences – not only in colour but body shape and sizes, eye color, hair colour, skin color, shapes of hands etc. Marine species also show variability in shape and colour. 2. species biodiversity (refer to the number of different species living on earth) 1.8 million species has been discovered and described by scientists. We think there may be between 5 and 100 million species. Disappearing species- serious loss of biodiversity due to overfishing for food/use as well as increased nutrient levels caused by from pollution from the land. Old timers tell you about the amount of marine life off Suva 30 years ago-if we don’t start conserving biodiversity, we may only see them in marine parks or preserved as a specimen in museums. Endemic species-only found in a certain country e.g. Siganus u spi (USP rabbitfish) only found in Fiji. 3. ecosystem biodiversity- refer to variety in the combination of species that form ecosystems such as ponds, coral reefs, forests, or grassland. It is the variety of ecosystem types that is ecosystem diversity. An ecosystem can be as large as the Great Barrier Reef or as small as the back of a spider crab (that allows sponges, algae and worms to grow on the shell). Biodiversity in the ecosystems is not just the number of different species; it is the variation within them and the different roles they have in forming the ecosystems. Ecosystems are complex because they are formed by a variety of interactions between species. One interaction is food web; provide an attachment base for others; alter current and light patterns; provide camouflage, shelter or compete for space. Ecosystems are functional units of the marine world. Small worms are just as important as large whales because each have a vital role to play in the ecosystem. Humans interfere and the naturally-balanced ecosystem becomes unbalanced (if we take all the herbivorous fish, the algae would grow vigorously and push out the corals on the coral reef). Ecosystems are dynamic†¦changed by physical and biological processes (tides, storms, succession, humans). An ecosystem applies interactions over large and over small scale. Fish from the lagoon ecosystem depend on the mangrove ecosystem (as juvenile nursery ground) and on coral reef ecosystem (as a feeding ground). Ecosystems can be classified at different scales using parameters such as geology, coastal landforms, water temperature’ salinity, currents, upwellings, wave exposure, depth, and patterns of major life forms (e.g. seagrass). Proper functioning of the marine environment is dependent on its ecological integrity (all components are present, operational and ecological viable). Marine ecosystems are continually changing to meet the changing conditions. Biogeography Biogeography is the name given to the study of the distribution of life on earth. We may look at the windward side and leeward side of the Fiji group. The marine environment on the windward side is affected by the tradewinds which bring strong currents which in turn wash away the sediments. It is more rainy too. The leeward side has less wind and less wave action so sediments stay around. Nutrients from the land do not get disperse quickly. We can also look at the northern areas of Fiji and Rotuma (hotter) and the southern areas including Kadavu and Minerva Reef (cooler). Because the conditions are different, the organisms living there may differ too. Biodiversity and Marine Life Plankton The text book does not cover this topic. Plankton (all animals and plants that live in the water but drift about at the mercy of wind and currents). (Nekton can swim against the current e.g. fish). Those organisms that spend all their lives in the plankton are called holoplankton. Those that spend only part of their lives in the plankton are called meroplankton. Plankton are usually small but they can be up to 1.5m across e.g. large jellyfish. Phytoplankton are plant plankton and zooplankton are animal plankton. Plankton is collected by plankton nets (either by a horizontal tow or a vertical tow). Plankton are important because many are the larval stages of marine animals we see. Plankton provides food for many of the filter feeders in the marine environment (from whales to invertebrates to other plankton). Phytoplankton also produces oxygen to release into the atmosphere. Plankton support major fisheries. They recycle nutrients in the microbial loop. Examples of Phytoplankton: diatoms and dinoflagellates (causes fish poisoning). Examples of Zooplankton: copepods, jellyfish. Sunfish, arrow worms. To keep afloat (stay in the epipelagic zone) plankton swim weakly, have body fluids which are less dense than seawater, actively exude heavy ions, have gas filled sacs, use oils and fats (diatoms and fish eggs have oil), have parachute like forms (slow their sinking rate) or growing spiny appendages (also makes them harder to eat), or have watery tissue (jelly-like). Moffatt, B; Ryan, T; and Zann, L 2003. Marine Science for Australian Students. pp608. Wet Papers Publications.

Hitler Essay -- essays research papers fc

Hitler’s Rise to Power Which Created New Germany Hitler’s first step of being chancellor was to call for elections to be held in the March of 1933. Before the elections were held, however, on the 27th of February a week before the election the Reichstag burnt down. A Dutch communist, Marinus van der Lubbe, was caught inside the burning building with lighters and matches on him. Hitler used this event to arrest many communists and to request Hindenburg to issue an emergency law, For the Protection of the People and State. (German Aircraft of WWII† by Kenneth Munson, 1978 pg45-75) The Nazis won 288 seats Hitler now persuaded the Reichstag to pass the Enabling Act, which would change the constitution and give him the ability to pass laws without the consent of the Reichstag. By a vote of 441 to 94, the Enabling Act was passed. He was now the legal dictator of Germany. Hitler’s plans for Germany were three points: *Rearmament *Employment *Expansion Almost as soon as the Nazis came to power, Germany began to change. In October 1934 Hitler authorized an increase in the size of the German Army, and in two months it had grown to 280, 000 soldiers. In March 1935 he announced the reintroduction of conscription, with plans to build up the army to thirty-six divisions or 500, 000 soldiers. The existence of the new German Air Force known as the Luftwaffe was made public. Hitler intended to ignore the military clauses of the Treaty of Versailles. The navy was not overlooked. The Kriegsmarine was given the task of making the construction of submarines, which had proven to be an effective weapon in World War I. Submarines construction began in 1934 and the number of Unterseeboots or U-Boats grew to fifty-seven. In 1935 the pocket battleship Admiral Graf Spee was launched, followed by the Scharnhorst and the Gneisau. The new German Air Force, called the Luftwaffe, took the task of rebuilding Germany’s air power with enthusiasm. By 19 39 it boasted 4200 front-line aircraft. In September 1936 Hitler introduced the Four Year Plan that aimed to make Germany totally self-sufficient in essential commodities such as oil, iron ore, textiles and food. When the Nazis came to power there were six million Germans unemployed, which equated to one-third of the workforce. The Nazis regarded unemployment as an urgent and growing issue. Unemployment in Germany dropped due to ... ... The Bf109G or Gustav had very good high-altitude performance, so a new high pressure cabin had to be fitted. The aircraft was very heavy. It was fast but it did not handle well. Engineers then fitted a nitrous oxide injection system, which resulted in 406mph at 28 500ft. The Gustav, which had started to come off production lines in 1942, was perhaps the first aircraft to be designed as a platform for a variety of weapons systems. A well-flown Gustav presented the RAF’s Spitfire pilots with a formidable foe- they could out-turn the Spitfire, yet the Gustav was out-gunned. During 1942 a total of 2664 Messerschmitt Bf109s were produced. The Gustav was camouflaged by a three-tone grey color scheme proved effective over the low countries and the North Sea. The Bf109F and G as well as earlier variants served in the all of the major campaigns in Europe and Africa, but the most significant was the Battle of Britain. Messerschmitt Bf109 Bibliography *â€Å"German Aircraft of WWII† by Kenneth Munson, 1978 *â€Å"The Guide to Axis Fighters of WWII† by Bill Gunston, 1980 *â€Å"Take Off† by Chris Dorrington, 1993 *â€Å"Republic to Reich†by K.J Mason, 1996 *†www.Google>com†

Metallography Essay

Aims * To obtain experience in the metallographic readying of metallic specimens. * To detect the assorted microstructures in a welded mild steel articulation. Consequences Overview of 5 different microstructures in welded steel Detail microstructures of 5 different zones Discussion and analysis of consequences * The heat affected zone is a composing of parent metal which was heated to a high adequate temperature for a sufficient period but doesn’t thaws so that grain growing occurred. The heat affected zone is besides the part whose mechanical belongingss and microstructure have been altered due to the heat of welding. The heat affected zone undergoes sudden warming followed by rapid chilling. thereby incorporating a series of microstructures. These microstructures within the heat affected zone are fundamentally categorized into three different zones. viz. the grain growing zone. grain polish zone and passage zone. * * The merger zone exists between the grain growing zones. The parent metal in this zone was heated to the thaw point followed by chilling procedure. * The grain growing zone is right adjacent to the merger zone. The parent metal has been heated to a temperature good above the upper critical temperature in this zone. Subsequently. this consequences in the grain growing or coarsening of the construction. Coarse ferrite grains. Widmanstatten ferrite and pearlite are found in this part. * The grain polish zone is following to the grain growing zone. The parent metal has been heated to a temperature which is merely above the upper critical temperature in this zone. where grain polish is finished. ensuing in the being of the finest grain construction. Owing to the comparatively lower temperature. the ferrite and pearlite. which are represented by the white and dark countries severally are both much finer. This shows complete recrystallization. * the passage zone is the part where the metal experienced warming procedure at a temperature scope where partial allotropic recrystallization takes topographic point. This consequences in the coexistence of both ferrite and austenite. thereby doing the transmutation of most pearlite to austenite and by subsequent chilling. pearlite is reformed. * The unaffected zone is the part beyond the heat affected zone where the parent metal that is non sufficiently heated to alter its microstructure. Decision * Under microscopic position. typical zones in the parent metal are found. The alone microstructures in assorted parts are created because during the welding procedure. the parent metal and the dyer's rocket are subjected to different grade of heat intervention. * The difference of warming and chilling procedure every bit good allows the typical zones in the metal to hold their specific order of agreement.

Nursing Diagnosis

Cues| Nursing Diagnosis| Scientific Explanation| Objectives/Plan of Care| Nursing Interventions| Rationale| Evaluation| S> â€Å" Hindi pa masyado magaling ang sugat ko† as verbalized by the patientO> S/P Appendectomy>with surgical incision at right lower abdominal area>with dry intact dressing on the surgical site| Impaired Skin Integrity related to skin/tissue trauma| Inflammation of the appendixvAcute AppendicitisvAppendectomyvDissection if right lower abdominal tissuesvDisruption of skin surface and destruction of skin layersvImpaired skin/tissue integrity|Within 8 hours of nursing intervention the pt will be able to manifest the following:a. ) intact suturesb. ) dry and intact wound dressingc. ) participation in passive ROM exercises| >Assess operative site for redness, swelling, loose sutures, or soaked dressing>Monitor Vital Signs>Assist in passive movements(while 8hrs. lat on bed) such as bed turning and passive ROM exercise and active exercise the reafter movements such as bed position, sitting, standing, walking> Support incision as in splinting when coughing and during movement>Encourage pt to verbalized his for any untoward feelings especially pain, discomfort as well as changes noted on operative site>Encourage pt to engage early ambulation and have SO’s assist him in such activities>Instruct pt and SO’s to immediately report when dressing are soaked>Instruct pt and SO’s to refrain from touching/scratching operative site>Provide regular dressing care>Administer Chlorampenicol Sodium(antibiotic) as ordered| >to check skin integrity, monitor progress of healing and identify need for further> Serve as baseline data>to promote circulation to the surgical site for timely healing>to reduce pressure on the operative site>to allow continuous monitoring and assessment of pt. ondition>to promote circulation to the surgical site for timely healing>to promote circulation to the surgical site for timely healing>for immediate replacement to prevent skin breakdown and contamination of operative site>to avoid accumulation of moisture at the operative sitewhich may lead to skin breakdown>to prevent bacteria harbor in operative site|Within 8 hours of nursing intervention the pt be able manifest the following:a. ) intact suturesb. ) dry and intact wound dressingc. ) participation in passive ROM exercises>Evaluation was not carried out due to time constraints. Pt was endorsed to succeeding members of the health team for further management and evaluation| Cues| Nursing Diagnosis| Scientific Explanation| Objectives/Plan of Care| Nursing Interventions| Rationale| Evaluation| S>†Hindi namn ako nilalagnat† verbalized by the patientO> v/s taken as follow:BP:110/80 mmHgRR:22 cpmPR:68 bpmT: 37. C> S/P Appendectomy>with dry intact dressing on the surgical site| Risk for infection related to tissue trauma| Inflammation of the appen dixvAcute AppendicitisvAppendectomyvTissue trauma on RLQ abdomenMay provide portal of entry for pathogens through:>unnecessary exposure of surgical site>inadequate aseptic techniques especially in wound dressing>contract with pt’s, SO’s and visitors hands or other partsvMay result to infection| Within 8 hours of nursing intervention the pt will be able verbalize ways in preventing infection/contamination specifically proper hand washing, and proper wound care as evidenced by:>maintain stable v/s>good skin integrity>absence of swelling redness and pain on operative site | >Monitor v/s and record>assess operative site for signs of infection>change linens as necessary>Provide regular dressing care>Instruct pt and SO’s to refrain from touching/scratching operative site>Encourage pt to verbalized any changes noted on operative site such as redness, swelling and unusual/odorous drainage >Encourage pt to engage early ambulation an d have SO’s assist him in such activities>Administer Penicillin G Sodium(antibiotic) as ordered| >Elevation in rates may signal infection>to provide baseline data for comparison and identify need for further management>to prevent growth of microorganisms on linens and beds> to prevent unnecessary exposure and contamination of operative sitewhich may delay wound healing>for immediate replacement to prevent skin breakdown and contamination of operative site>to allow continuous monitoring and assessment of pt. condition>to promote circulation to the surgical site for timely healing>serve as prophylactic treatment and prevent bacteria to harbor on operative site|Within 8 hours of nursing intervention the pt will be able verbalize ways in reventing infection/contamination specifically proper hand washing, and proper wound care as evidenced by:>maintain stable v/s>good skin integrity>absence of swelling redness and pain on operative site>Evalu ation was not carried out due to time constraints. Pt was endorsed to succeeding members of the health team for further management and evaluation| Kenneth Antonio B. Bacani, SN Group 1 Nursing Care Plan Callang General Hospital, Santiago City Cues| Nursing Diagnosis| Scientific Explanation| Objectives/Plan of Care| Nursing Interventions| Rationale| Evaluation| S> â€Å"Masakit ditto sa baba†, while pointing at RLQ of abdomen. >rated pain as 5 on a scale of 10, where 1 as the lowest and 10 as the highest>characterized pain as pricking>reported that pain occurs everytime when pt moves or movedO> v/s taken as followsT: 37. CRR: 21 cpmPR: 64 bpmBP: 120/70 mmHg> S/PAppendectomy>with dry intact dressing on the surgical site>with guarding behavior over the site>facial grimacing| Acute pain related to tissue damage 2nd to post appendectomy| Inflammation of the appendixvAcute AppendicitisvAppendectomyvDissection if right lower abdominal tissuesvDisruption of skin surface and destruction of skin layersvActivation of nociceptors in dermis and tissuesvReceptors send impulses to CNS for interpretationvPain PerceptionvAcute Pain| Within 6-8 hours of nursing intervention, the pt will be able to manifest ability to cope with incompletely relieved pain as evidenced bya. ) verbalization of decrease pain form 5/10 to 2/10b. engagement in diversional activities such as socialization, watching TV, and listening mellow music| >Monitor V/S and record>Assess pain characteristics including location, intensity, and frequency>Assess surgical site for swelling, redness or loose sutures>Promote adequate rest periods by temporarily limiting activity>Encourage pt to verbalize pain perception>Provide pt with diversional activities such as socialization, watching TV, and listening mellow music>Encourage SO’s to continue provision of diversional activities and a quiet environment >Administer Toradol (analgesic)as ordered | >El evation in rates suggest increased pain intensity and frequency>Elevation in intensity and frequency may indicate worsening condition>Swelling, redness , and loose sutures may contribute to the pain felt by pt. nd are indicative of further management>to lessen pain felt aggravated by movements>to allow further assessment of pain characteristics and evaluation of treatment / intervention>to help pt divert his attention to other matters than pain felt>to allow pt continue divert his attention>to relieved or lessen pain by inhibiting prostaglandin synthesis| Within 6-8 hours of nursing intervention, the pt will be able to manifest ability to cope with incompletely relieved pain as evidenced bya. ) verbalization of decrease pain form 5/10 to 0/10b. ) engagement in diversional activities such as socialization, watching TV, and listening mellow music>verbal report that pain is completely releived>absence of facial grimacing upon performance of activities such as changing position, sitting ,standing and walking> absence of guarding behavior over surgical site>Evaluation was not carried out due to time constraints. Pt was endorsed to succeeding members of the health team for further management and evaluation| Nursing Diagnosis Cues| Nursing Diagnosis| Scientific Explanation| Objectives/Plan of Care| Nursing Interventions| Rationale| Evaluation| S> â€Å" Hindi pa masyado magaling ang sugat ko† as verbalized by the patientO> S/P Appendectomy>with surgical incision at right lower abdominal area>with dry intact dressing on the surgical site| Impaired Skin Integrity related to skin/tissue trauma| Inflammation of the appendixvAcute AppendicitisvAppendectomyvDissection if right lower abdominal tissuesvDisruption of skin surface and destruction of skin layersvImpaired skin/tissue integrity|Within 8 hours of nursing intervention the pt will be able to manifest the following:a. ) intact suturesb. ) dry and intact wound dressingc. ) participation in passive ROM exercises| >Assess operative site for redness, swelling, loose sutures, or soaked dressing>Monitor Vital Signs>Assist in passive movements(while 8hrs. lat on bed) such as bed turning and passive ROM exercise and active exercise the reafter movements such as bed position, sitting, standing, walking> Support incision as in splinting when coughing and during movement>Encourage pt to verbalized his for any untoward feelings especially pain, discomfort as well as changes noted on operative site>Encourage pt to engage early ambulation and have SO’s assist him in such activities>Instruct pt and SO’s to immediately report when dressing are soaked>Instruct pt and SO’s to refrain from touching/scratching operative site>Provide regular dressing care>Administer Chlorampenicol Sodium(antibiotic) as ordered| >to check skin integrity, monitor progress of healing and identify need for further> Serve as baseline data>to promote circulation to the surgical site for timely healing>to reduce pressure on the operative site>to allow continuous monitoring and assessment of pt. ondition>to promote circulation to the surgical site for timely healing>to promote circulation to the surgical site for timely healing>for immediate replacement to prevent skin breakdown and contamination of operative site>to avoid accumulation of moisture at the operative sitewhich may lead to skin breakdown>to prevent bacteria harbor in operative site|Within 8 hours of nursing intervention the pt be able manifest the following:a. ) intact suturesb. ) dry and intact wound dressingc. ) participation in passive ROM exercises>Evaluation was not carried out due to time constraints. Pt was endorsed to succeeding members of the health team for further management and evaluation| Cues| Nursing Diagnosis| Scientific Explanation| Objectives/Plan of Care| Nursing Interventions| Rationale| Evaluation| S>†Hindi namn ako nilalagnat† verbalized by the patientO> v/s taken as follow:BP:110/80 mmHgRR:22 cpmPR:68 bpmT: 37. C> S/P Appendectomy>with dry intact dressing on the surgical site| Risk for infection related to tissue trauma| Inflammation of the appen dixvAcute AppendicitisvAppendectomyvTissue trauma on RLQ abdomenMay provide portal of entry for pathogens through:>unnecessary exposure of surgical site>inadequate aseptic techniques especially in wound dressing>contract with pt’s, SO’s and visitors hands or other partsvMay result to infection| Within 8 hours of nursing intervention the pt will be able verbalize ways in preventing infection/contamination specifically proper hand washing, and proper wound care as evidenced by:>maintain stable v/s>good skin integrity>absence of swelling redness and pain on operative site | >Monitor v/s and record>assess operative site for signs of infection>change linens as necessary>Provide regular dressing care>Instruct pt and SO’s to refrain from touching/scratching operative site>Encourage pt to verbalized any changes noted on operative site such as redness, swelling and unusual/odorous drainage >Encourage pt to engage early ambulation an d have SO’s assist him in such activities>Administer Penicillin G Sodium(antibiotic) as ordered| >Elevation in rates may signal infection>to provide baseline data for comparison and identify need for further management>to prevent growth of microorganisms on linens and beds> to prevent unnecessary exposure and contamination of operative sitewhich may delay wound healing>for immediate replacement to prevent skin breakdown and contamination of operative site>to allow continuous monitoring and assessment of pt. condition>to promote circulation to the surgical site for timely healing>serve as prophylactic treatment and prevent bacteria to harbor on operative site|Within 8 hours of nursing intervention the pt will be able verbalize ways in reventing infection/contamination specifically proper hand washing, and proper wound care as evidenced by:>maintain stable v/s>good skin integrity>absence of swelling redness and pain on operative site>Evalu ation was not carried out due to time constraints. Pt was endorsed to succeeding members of the health team for further management and evaluation| Kenneth Antonio B. Bacani, SN Group 1 Nursing Care Plan Callang General Hospital, Santiago City Cues| Nursing Diagnosis| Scientific Explanation| Objectives/Plan of Care| Nursing Interventions| Rationale| Evaluation| S> â€Å"Masakit ditto sa baba†, while pointing at RLQ of abdomen. >rated pain as 5 on a scale of 10, where 1 as the lowest and 10 as the highest>characterized pain as pricking>reported that pain occurs everytime when pt moves or movedO> v/s taken as followsT: 37. CRR: 21 cpmPR: 64 bpmBP: 120/70 mmHg> S/PAppendectomy>with dry intact dressing on the surgical site>with guarding behavior over the site>facial grimacing| Acute pain related to tissue damage 2nd to post appendectomy| Inflammation of the appendixvAcute AppendicitisvAppendectomyvDissection if right lower abdominal tissuesvDisruption of skin surface and destruction of skin layersvActivation of nociceptors in dermis and tissuesvReceptors send impulses to CNS for interpretationvPain PerceptionvAcute Pain| Within 6-8 hours of nursing intervention, the pt will be able to manifest ability to cope with incompletely relieved pain as evidenced bya. ) verbalization of decrease pain form 5/10 to 2/10b. engagement in diversional activities such as socialization, watching TV, and listening mellow music| >Monitor V/S and record>Assess pain characteristics including location, intensity, and frequency>Assess surgical site for swelling, redness or loose sutures>Promote adequate rest periods by temporarily limiting activity>Encourage pt to verbalize pain perception>Provide pt with diversional activities such as socialization, watching TV, and listening mellow music>Encourage SO’s to continue provision of diversional activities and a quiet environment >Administer Toradol (analgesic)as ordered | >El evation in rates suggest increased pain intensity and frequency>Elevation in intensity and frequency may indicate worsening condition>Swelling, redness , and loose sutures may contribute to the pain felt by pt. nd are indicative of further management>to lessen pain felt aggravated by movements>to allow further assessment of pain characteristics and evaluation of treatment / intervention>to help pt divert his attention to other matters than pain felt>to allow pt continue divert his attention>to relieved or lessen pain by inhibiting prostaglandin synthesis| Within 6-8 hours of nursing intervention, the pt will be able to manifest ability to cope with incompletely relieved pain as evidenced bya. ) verbalization of decrease pain form 5/10 to 0/10b. ) engagement in diversional activities such as socialization, watching TV, and listening mellow music>verbal report that pain is completely releived>absence of facial grimacing upon performance of activities such as changing position, sitting ,standing and walking> absence of guarding behavior over surgical site>Evaluation was not carried out due to time constraints. Pt was endorsed to succeeding members of the health team for further management and evaluation|

Jars Of Clay Essays - Biblical People In Islam, Acts 9, Free Essays

Jars Of Clay Essays - Biblical People In Islam, Acts 9, Free Essays Jars Of Clay 1. Introduction: I will be teaching this lesson to a group of second graders at my church. Are classroom is on the upstairs level and, I will also be utilizing the outside area that is directly behind of my church. There are about thirty second graders in my classroom. So, it is a really busy class. But, they are a whole lot of fun to work with. And, they seem to respond to me well. We will be talking about II Cor. 4:7-18. I think that this lesson will be very interesting to first and second graders. It will help them to better understand the gift of salvation. 2. Outline: I. Opening Focus A. Make small clay pinch pots B. Ask the children questions C. Show large pot II. Saul (Acts : 9) A. Sauls threats B. Jesus speaking to Saul 1. why do you persecute me? 2. go to the city C. Sauls blindness 1. blind for three days 2. Saul meets Ananias 3. Saul is healed spiritually and physically D. Sauls Discipleship 1. the other disciples did not believe Paul 2. Barnabas tells of Sauls healing 3. Paul is accepted III. Paul (Acts 13:9) A. Asked of God B. Prison 1. wrote letters 2. rejoiced C. Pauls letter to Corinth (2 Cor. 4:1-18) 1. Corinths problems 2. Corinths disbelief 3. Jars of Clay (2 Cor. 4:7) a. kept treasures in them b. fragil 4. Christians as Jars of Clay a. hard pressed b. struck down by others c. treasures of heaven inside (2 Cor. 4:18) 3-5 External Content, Internal Content, and Application: Opening focus: As my opening focus I am going to take the children outside to make clay pots. I will teach them to make a simple pinch pot. While the children are pinching their pots I will ask them questions (Where in the Bible do we learn about clay pots? What are some of the things that you can do with a clay pot? Do you all have any clay pots at your house? Do clay pots break easy? and etc.). Then when they are finished I will show them a large clay pot that I have made. Then, I will have all of the children leave their pots at their seats and come sit in the grass so I can tell them a story. Lesson Body: I want to tell you a story about a man named Saul (Acts:9). Saul was a very bad man. He threatened to murder Jesuss disciples in Acts 9:1. One day while Saul was walking to Damascus he fell to the ground. He heard a great voice saying, Saul, Saul why do you persecute me?. Who are you, Lord Saul asked. And, what do you all think that the voice replied? The voice said, I am Jesus, whom you are persecuting. Now, get up and go into the city. But, when Saul got up he had a big problem. He could not see anything. So, he had to be lead by hand into Damascus. And, for three whole days he could not see a thing. Can you all imagine what it would be like not to be able to see anything? Do you think it would be scary? Saul was very scared. But, he met up with a man named Ananias. And, Ananias was sent by the Lord to help Paul see again. And, he was also here to fill Saul with the Holy Spirit. And, when Ananias told Saul these things Saul felt something heavy lift from his eyes. And, it was a miracle. Saul could see again. What is a miracle? A miracle is an act that only God can do. When Saul finally made it to Damascus he met with the disciples. Do you all know what a disciple is? A disciple is someone who spreads the word of God. But, when Saul met up with the disciples. They did not believe that he was a disciple. But, Barnabas told them about Sauls vision of God. And, the disciples believed him and accepted him as their own. So, Saul changed his name to Paul (Acts 13:9). Do you all know what the name Paul means? The name Paul means asked of God. And, Paul surely was asked of God. After Paul was saved he had a bit of misfortune. He was arrested. And, where do you go when you are arrested? You go to jail. But, while Paul was in jail he still continued to work for the Lord. He learned to rejoice in times of sorrow. Do you

The Link Between Racism and Depression

The Link Between Racism and Depression Several studies have shown a link between racial discrimination and depression. Racism victims not only suffer from bouts of depression but from suicide attempts as well. The fact that psychiatric treatment remains taboo in many communities of color and that the healthcare industry is itself perceived to be racist exacerbates the problem. As awareness is raised about the link between racism and depression, members of marginalized groups can take action to prevent discrimination from taking a toll on their mental health. Racism and Depression: A Causal Effect â€Å"Racial Discrimination and the Stress Process,† a 2009 study published in the Journal of Personality and Social Psychology, found that a clear link exists between racism and depression. For the study, a group of researchers gathered the daily journal entries of 174 African Americans who’d earned doctorate degrees or were pursuing such degrees. Each day, the blacks who took part in the study were asked to record instances of racism, negative life events generally and signs of anxiety and depression, according to the Pacific-Standard magazine. Study participants reported incidences of racial discrimination during 26 percent of the total study days, such as being ignored, denied service or overlooked. Researchers found that when participants endured episodes of perceived racism â€Å"they reported higher levels of negative affect, anxiety, and depression.† The 2009 study is far from the only study to establish a link between racism and depression. Studies conducted in 1993 and 1996 found that when members of ethnic minority groups make up small portions of a population in an area they are more likely to suffer from mental illness. This is true not only in the United States but in the United Kingdom as well. Two British studies released in 2001 found that minorities living in majority-white London neighborhoods were twice as likely to suffer from psychosis as their counterparts in diverse communities. Another British study found that minorities were more likely to attempt suicide if they lived in areas lacking ethnic diversity. These studies were referred to in the Fourth National Survey of Ethnic Minorities in the UK, published in the British Journal of Psychiatry in 2002. The national survey measured the experiences that 5,196 persons of Caribbean, African and Asian origin had with racial discrimination in the past year. Researchers found that study participants who had endured verbal abuse were three times more likely to suffer from depression or psychosis. Meanwhile, participants who’d endured a racist attack were almost three times as likely to suffer from depression and five times more likely to suffer from psychosis. Individuals who reported having racist employers were 1.6 times more likely to suffer from a psychosis. High Suicide Rates Among Asian-American Women Asian-American women are particularly prone to depression and suicide. The U.S. Department of Health and Human Services has listed depression as the second leading cause of death for Asian American and Pacific Islander women between the ages of 15 and 24, PBS reported. What’s more, Asian American women have long had the highest suicide rate of other women that age. Asian American women age 65 and older also have the highest suicide rates for elderly women. For immigrants in particular, cultural isolation, language barriers and discrimination add to the problem, mental health experts told the San Francisco Chronicle in January 2013. Moreover, Aileen Duldulao, lead author of a study about suicide rates among Asian Americans, has said that Western culture hyper-sexualizes Asian American women. Hispanics and Depression A 2005 Brigham Young University study of 168 Hispanic immigrants living in the United States for an average of five years found that those Latinos who perceived that they were targets of racism had sleep disturbances, a precursor to depression. â€Å"Individuals who have experienced racism could be thinking about what happened the previous day, feeling stressed about their ability to succeed when being judged by something other than merit,† said Dr. Patrick Steffen, lead study author. â€Å"Sleep is the pathway through which racism affects depression.† Steffen also conducted a 2003 study that linked perceived episodes of racial discrimination to a chronic rise in blood pressure.

The Boy Is Stripped Pajama Research Paper Example | Topics and Well Written Essays - 750 words

The Boy Is Stripped Pajama - Research Paper Example The story begins with the family of 8 years old Bruno who have to shift from Berlin to a new home in an unknown place called out-with. As Bruno tries to adventure in his current surrounding he is informed that there are places that forbidden at all times with no expectation. Bruno is unable to control his adventurous spirit and ventures into the unknown places. The story is interesting since the writer has combined youthful innocence and naivety of what the reader knows. Comparison on the film "the boy in the striped pajamas" and the book "the boy in the striped pajamas In the book, it does not have drama and action but it still works. Drama is happening between the two boys, and this makes the book to be fascinating. The two boys do not understand anything going around the camp and this makes their relationship honest and simple. The two boys are the same only that they are born in different circumstances. One boy is born into wealth and respect while the other boy is born into pers ecution and imprisonment. At the young age of 8, neither of the boys understand what is happening around them, and their way of viewing the world is what drives the book forward. On the contrary, The Boy Is Stripped Pajama film is more dramatic than the book. Some characters get more roles than they get in the book since there is no perspective limit. The mother played by Vera goes slowly crazy into horrific and compelling at once. Bruno’s sister is also horrifying as she gradually progresses from sweet young teenager into Nazi activist. She enjoys her lessons, a factor that explains the amount of money Germans spend on the Jews and how life would be easier if they were disposed. Her sister scolds Bruno as he likes reading adventure books and does not take into new lesson plan. In the film, the dad is played to be the authoritarian family person performing his role. The arguments with his wife are moving because he wants to set a good example to his soldiers. He starts to rea lize that living in a camp is a bad place to bring up children. Overall, the film sticks to the book’s event perfectly well. The only change is the dramatic ending as it is much slower in the book compared to the film. Both the book and film are brilliant, but the book is more appealing. The book sticks to the film very well but on its own, it is not compelling. The film loses innocence and naivety of Bruno’s viewpoint, and this is what makes the book unique. On rare occasion do people get such an impact when the film ends that they exit the theater in total silence (Lasalle, 2). Many people are speechless from the stigma they get from the movie. Holocaust movies are not something new since they are moving stories that show perspective of explored situations. The movie boy in stripped pajamas sets asides evil actions of the Germans and besieged Jews but instead offers two innocent boys. These two boys are Jewish and German, and they do not know they should hate each ot her. The movie presents something tragic to the audience sending them with a strong message to consider than historical atrocities. Comparison on Plot In The Boy Is Stripped Pajama film, Bruno’s father is a young commandant who is promoted; hence, his family was forced to shift. This means that they have to leave their comfortable home in berlin and shift to a Spartan country compound. Bruno thinks the camp is a farm where odd people work in pajamas. His parents are not ready to reveal the truth to protect him from the truth. The place has little meaning to Bruno since his only concern is that he does not have anybody to play with in his new home. The only company Bruno and his sister enjoy is a propagandizing tutor (Lasalle, 2). One day Bruno sneaks out of the compound and moves on the direction of the