Comprehensive assignment Essay

1. (5 pts) Describe the metabolic process providing your energy while you were walking (at an easy pace) before the bee stung you. Include which molecules are being consumed. The metabolic process providing my energy while I was walking at an easy pace is aerobic metabolism. During aerobic metabolism, mitochondria absorb from the surrounding cytoplasm these molecules: ADP, phosphate ions, O2, and organic substances like pyruvate. These molecules go through the citric acid cycle. The electron transport chain is also involved to create ATP. For each molecule of pyruvate that goes into the citric acid cycle, the cell gains 17 ATP molecules. Glycogen reserves can also be used and converted to glucose. Glycolysis breaks down glucose molecules to create more pyruvate. However, if not enough glycogen is available, the cell can also use amino acids and lipids to do this. This is a very efficient process but also only contributes a fraction of the ATP during aerobic metabolism. At moderate levels of activity, most of the energy during aerobic metabolism comes from work done by the mitochondria. The muscles involved during this process need all of the energy produc ed as ATP, and there is no extra left over in this particular metabolic process if muscle activity increases (â€Å"Muscle Tissue† P. 306-7). 2. (8 pts) Trace the sound of the bee from your outer ear to perception. (Include all focusing, conduction, transduction, transmission and perception processes and structures). Sound vibrations from the buzzing bee vibrate the air molecules as pressure waves around my ear and enter the auricle which is cone-shaped in order to direct these sound waves into the ear via the external acoustic meatus. The sound waves reach the tympanic membrane through the external acoustic meatus and cause it to vibrate. When the tympanic membrane moves, it causes the auditory ossicles to move. The auditory ossicles are made up of the malleus, incus, and stapes. These ossicles are important because they amplify the sound. The stapes then transfers this movement to the oval window and the pressure waves move through the perilymph of the scala vestibuli. These waves then disturb the basilar membrane as they move toward the round window  of the scala tympani. This causes vibrations of hair cells against the tectorial membrane. The information about where the sound originated and about how strong the pressure waves are is interpreted by the central nervous system over the cochlea r branch of cranial nerve VIII (â€Å"The Special Senses† P. 584-5). 3. (4 pts) Turn your head to the right. (Create a table that describes which muscles move which bones across which joints under the control of which nerves). Action:Muscle:Origin:Insertion:Nerve: Bends head towards shoulder and turns face to opposite sideSternocleidomastoidClavicular head attaches to sternal end of clavicle; sternal head attaches to manubrium. Mastoid region of skull and lateral portion of superior nuchal lineAccessory Nerve XI; Cervical Spinal Nerves (C2-C3) Rotates and laterally flexes neck to that side, Splenius (Splenius capitis, splenius cervicis)Spinous processes and ligaments connecting inferior cervical and superior thoracic vertebrae, Mastoid process, occipital bone of skull, and superior cervical vertebrae, Cervical Spinal Nerves Rotates and laterally flexes neck to that sideLongissimus capitis Transverse process of inferior cervical and superior thoracic vertebrae, Mastoid process of temporal boneCervical and thoracic spinal nerves Rotates and laterally flexes neck to that sideLongissimus cervicis, Transverse process of superior thoracic vertebrae. Transverse processes of middle and superior cervical vertebrae. Cervical and thoracic spinal nerves. Extends vertebral column and rotates toward opposite side. Semispinalis cervicis. Transverse processes of T1-T5 or T6 Spinous processes of C2-C5Cervical spinal nerves Rotates head to that sideLongus capitis. Transverse processes of cervical vertebraeBase of the occipital boneCervical spinal nerves. Flexes or rotates neckLongus colliAnterior surfaces of cervical and superior thoracic vertebraeTransverse processes of superior cervical vertebraeCervical spinal nerves (â€Å"The Muscular System† P. 339-341) 4. (6 pts) Move your eyes and look at the bee. (Create a table that describes  which nerves control which muscles to cause the needed eye movements). Action:Muscle:Origin:Insertion:Nerve: Eye looks down. Inferior RectusSphenoid around optic canal. Inferior, medial surface of eyeball. Oculomotor Nerve III Eye looks laterally. Lateral Rectus. Sphenoid around optic canalLateral surface of eyeball. Abducens Nerve VI Eye rolls, looks down and laterally. Superior ObliqueSphenoid around optic canal. Superior, lateral surface of eyeball. Trochlear Nerve IV (â€Å"The Muscular System† P. 335) 5. (8 pts) Trace the image of the bee to perception. (Include all focusing, transduction, transmission and perception processes and structures). After a retinal molecule absorbs light, the normally 11-cis form of the bound retinal molecule straightens to become the 11-trans from. This change activated the opsin molecule. Opsin activates transducin which is a G protein. This G protein then activates phosphodiesterase. Phosphodiesterase is an enzyme that breaks down cyclic-GMP. The break-down of cyclic-GMP removes them from the gated sodium channels and makes the gated sodium channels inactive. Because of this, sodium ion entry into the cytoplasm decreases. This sodium ion reduction then reduces the dark current. Active transport continues to remove sodium ions from the cytoplasm even though the gated sodium channels are closed. This causes the transmembrane potential to drop down to -70 mV and hyperpolarize. This hyperpolarization decreases neurotransmitter release. The adjacent cell is then aware that the photoreceptor has absorbed a photon. A specific ganglion cell keeps track of a specific portion of the visual field. Rods are also called M cells and give the brain information about a general location of received photons and light rather than very specific information. Cones are also called P cells and can be much more specific than rods. The P cells are smaller and more numerous than M cells. This helps them be better at giving information about edges, fine detail and color. The activation of a P cell gives information about a very specific location. The P cells give high resolution information. Axons from the ganglion cells converge on the optic disc, penetrate the eye, and continue toward the diencephalon on the optic nerve. II. From there the information is split in half and travels to the back of the brain and to the occipital lobe. Together, the diencephalon and the brain stem process the information and control eye reflexes and pupil dilation and/or constriction in order to see clearer and focus in on an object. Depth perception is a phenomenon that takes place when the visual cortex of my occipital lobes reviews the slightly different information obtained by each eyeball. The superior colliculi of the midbrain make motor commands that control unconscious eye, head, and/or neck actions that respond to visual stimuli. My eyes in the bright summer light looking at a bee that is so close (on my right shoulder) are likely to constrict so as to limit the photon stimulation on my retina and so as to focus on just the tiny bee (â€Å"The Special Senses† P. 569-74). 6. (11 pts) Move your left hand to swat the bee. (Create a table that describes which muscles move which bones across which joints under the control of which nerves). Limit your discussion to the movement at the shoulder and elbow only (do not include any un-needed muscles nor discuss the movement at any other joints). Action:Muscle:Origin:Insertion:Nerve: Move Left Arm Toward Right Side Flexion and medial rotation at shoulderDeltoid (anterior part)Clavicle and scapula (acromion and adjacent scapular spine)Deltoid tuberosity of humerus. Axillary nerve (C5-C6) Medial rotation at shoulder. SubscapularisSubscapular fossa of scapula. Lesser tubercle of humerusSubscapular nerves (C5-C6) Adduction and medial rotation at shoulder. Teres MajorInferior angle of scapula. Passes medially to reach the medial lip of intertubercular groove of humerus. Lower subscapular nerve (C5-C6) Adduction and flexion at the shoulder. Coracobrachialis. Coracoid process. Medial margin of shaft of humerusMusculocutaneous nerve (C5-C7 Flexion, Adduction, and medial rotation at shoulder. Pectoralis Major. Cartilages of ribs 2-6, body of sternum, and inferior, medial portion of clavicle. Crest of greater tubercle and lateral lip of intertubercular groove of humerusPectoral nerves (C5-T1) Adduction and medial rotation at shoulderLatissimus DorsiSpinous processes of inferior thoracic and all  lumbar vertebrae, ribs 8-12, and thoracolumbar fasciaFloor of intertubercular groove of humerus. Thoracodorsal nerve (C6-C8) Adduction at the shoulderTriceps brachii (long head)Infraglenoid tubercle of scapula Olecranon of ulna. Radial nerve (C6-C8) Bend left forearm towards right shoulder Flexion at elbow and shoulderBiceps brachiiShort head from the coracoid process; long head from the supraglenoid tubercle; both on the scapulaTuberosity of radiusMusculocutaneous nerve (C5-C6) Flexion at elbow Brachialis Anterior, distal surface of humerus Tuberosity of ulna Musculocutaneous nerve (C5-C6) and radial nerve (C7-C8) Flexion at elbow. Brachioradialis Ridge superior to the lateral epicondyle of humerusLateral aspect of styloid process of radius. Radial nerve (C5-C6) (â€Å"The Muscular System† P. 353-355) 7. (2 pts) What molecule provided the energy for the movement of your arm? ATP (adenosine triphosphate) provided the energy for the movement of my arm. 8. Feel the pain of the stinger in your skin. a. (3 pts) What layers of the skin are penetrated and what tissue types make them up? The epidermis is the outermost layer of skin, and it is made of stratified squamous epithelium. The dermis is deep to the epidermis and it is made of dense irregular connective tissue. The hypodermis is deep to the dermis and is made of adipose tissue (â€Å"The Tissue Level of Organization† P. 114-126). b. (5 pts) Trace the pain sensation from the receptors to perception. There are pain receptors on the shoulder that communicate to the central nervous system. Because a bee sting is a stinging, injection-like pain, it would be considered â€Å"fast pain.† Fast pain sensations are carried by myelinated Type A fibers. The myelination helps the information to travel faster down the neuron. The bee sting stimulates the dendrites of  nociceptors in the shoulder and causes depolarization. The initial segment of the axon must reach threshold in order to release an action potential. Once an action potential is released, it travels by neurons to the central nervous system. When the action potential reaches the central nervous system, glutamate and/or substance P are released as neurotransmitters. These neurotransmitters make it easier for neurons to travel along pain pathways. This is known as pain perception (â€Å"Neural Integration I: Sensory Pathways and the Somatic Nervous System† P. 498). 9. (8 pts) Explain your autonomic response to this event. State which division is taking control and describe exactly how that division will effect breathing rate, heart rate, and pupil size. (Note: don’t just describe the effect, but describe the control pathway that leads to that effect, including any chemical messengers involved.) The sympathetic division of the autonomic nervous system is taking control. This division increases breathing rate, heart rate, and pupil size. The visceral motor nuclei in the hypothalamus activates autonomic nuclei in the brain stem and spinal cord. The brain stem and spinal cord in turn activate autonomic ganglia that then stimulate visceral effectors such as smooth muscle, glands, cardiac muscle, and adipocytes. Smooth muscle effectors affect blood vessels by constricting them and increasing blood pressure and speeding up blood flow in order to increase oxygen circulation. The smooth muscle also affects the constriction/dilation of the lungs. The sympathetic nervous system wants to dilate the lungs to increase breathing rates and oxygen intake. The glands that are stimulated cause the body to perspire. The cardiac muscle increases heart rate. Adipocytes can be used for energy because they are fatty acids (lipids) and can be used to make ATP during glycolysis very quickly (â€Å" Neural Integration II: The Autonomic Nervous System and Higher-Order Functions† P. 518-523). 10. (6 pts) Describe the elements of the homeostatic control system that caused the sweating and the red skin. Include the control pathway involved. The control pathway of the sympathetic division that caused the sweating and  the red skin was the sympathetic chain ganglia. Preganglionic fibers carried motor commands that affect the head, neck, limbs, and thoracic cavity. The unmyelinated postganglionic fibers that control the body wall enter the gray ramus and return to the spinal nerve for further distribution. They then are able to innervate the sweat glands of the skin and the smooth muscles in blood vessels. This innervation causes the sweat glands to sweat and the blood vessels to constrict. Constricting the blood vessels is helpful because it will raise blood pressure and increase oxygen circulation (â€Å"Neural Integration II: The Autonomic Nervous System and Higher-Order Functions† P. 521) 11. (1 pts) Describe the metabolic process providing your energy while you were running (as fast as you could) after the bee stung you. Include which molecule(s) is(are) being consumed. The metabolic process that was providing my energy while I was running as fast as I could was anaerobic metabolism. This metabolic process does not require oxygen and uses glycolysis to generate 2 ATP molecules but also to generate 2 pyruvate molecules. Each pyruvate molecule can be broken down by the mitochondria to generate 17 ATP molecules. This is a total of 34 ATP molecules. This is a lot of energy and is necessary when muscles are at peak activity levels (â€Å"Muscle Tissue† P. 306-7). 12. (5 pts) Explain what the â€Å"Epi-Pen† contains (what kind of chemical is that) and how that will help in this situation. What effect will that pen have on the breathing rate? The â€Å"Epi-Pen† contains epinephrine which is a neurotransmitter. It will try to improve the situation of an allergic reaction by increasing breathing rate, increasing heart rate, raise dropping blood pressure, reduce inflammation, and reverse hives (â€Å"Drugs and Medications – Epipen im†). Works Cited â€Å"Drugs and Medications – Epipen im.† WebMD. Last Revised: 2013. First published by WebMD, 2005. Web. Visited: 30 November 2013. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"The Musclar System.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"Muscle Tissue.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"Neural Integration I: Sensory Pathways and the Somatic Nervous System.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"Neural Integration II: The Autonomic Nervous System and Higher-Order Functions.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"The Special Senses.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"The Tissue Level of Organization.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012.

Adoption and the Care of Orphan Children Essay

A common conception is that Islamic law forbids adoptions. However, this belief misses the complexity of Islamic law, the scope of adoption laws and practices across the world, and the overwhelming emphasis on taking care of orphans and foundlings found within Islamic sources. Contemporary adoption practices are immensely complex issues, overlapping with children’s rights, international and national laws, human psychology, economic, social, and religious concerns, and the ethics of lineage, identity, property and inheritance rights. In this position paper, the Muslim Women’s Shura Council considers whether adoption can be possible within an Islamic framework. After examining Islamic texts and history alongside social science research and the international consensus on children’s rights, the Council finds that adoption can be acceptable under Islamic law and its principle objectives, as long as important ethical guidelines are followed. This statement consults the Quran, the example of the Prophet Muhammad (sunna), the objectives and principles of Islamic law (maqasid al-sharia), Islamic Jurisprudence (fiqh), and social science data. The Shura Council finds that, instead of banning adoption, Islamic sources have brought various ethical restrictions to the process, condemning dissimulation and foregrounding compassion, transparency, and justice. These restrictions closely resemble what is known today as the practice of open adoption. Therefore, when all efforts to place orphaned children with their extended family have been exhausted, open, legal, ethical adoptions can be a preferable Islamically-grounded alternative to institutional care and other unstable arrangements. According to Islamic and universal standards of children’s rights, all children have the right to grow up in a nurturing, loving environment where their physiological, psychological, and intellectual needs are met. All children have the right to know their lineage and to celebrate their unique national, cultural, linguistic, and spiritual identity. All children have the right to a safe, supportive environment where their rights to dignity, education, and the development of their talents are well respected. The best interests of the child should be the primary consideration in all decisions relating to children, including adoption. Orphan: Different states and international institutions have different criteria for determining whether a child is an orphan. UNICEF classifies any child that has lost one parent as an orphan and estimates that approximately 143 million children are currently orphans.1 For the purposes of this document, an orphan is a minor who is bereft of parental care due to death, disappearance, or abandonment by either the mother or the father, as well as situations where the parent voluntarily or involuntarily terminates the parental relationship. This definition combines several concepts in classical Arabic, including yatim (fatherless child) and laqit (foundling). Adoption: Adoption can be defined as the legal creation of a parent-child relationship, with all the responsibilities and privileges thereof, between a child and adults who are not his or her biological parents. Adoptions incorporate a child into a family as offspring and sibling, regardless of genetic ties. There are two main categories of adoption practices, generally termed as closed adoptions and open adoptions. However, in reality most adoption practices fall somewhere on a continuum between fully open and fully closed. In â€Å"closed† or â€Å"confidential† adoptions, the birth family and the adoptive family have no identifying information about each other. Children may not be informed that they have been adopted, and they may have no way of tracing biological kin. If the child comes from a different cultural background than his or her adoptive parents, their heritage might be marginalized or ignored. Closed adoptions, therefore, have the potential to dissolve all ties between an adoptee and her biological family. â€Å"Open† adoptions, which are becoming increasingly common across the world, allow for a full disclosure of identities on both sides. Open adoptions facilitate direct interaction between the adoptive family, the adopted child, and any birth relatives. The child’s birth culture may more easily be respected and promoted by the adoptive family and incorporated into the family’s daily life. However, the categories of closed and open are better understood as idealized types, as most families experience a hybrid form of adoption that comprises elements of both open and closed adoption practices. The empirical data on the risks and benefits of each type of adoption has shown mixed results, with some adopted children embracing the opportunity to contact their birth families and others experiencing confusion and insecurity.2 Generally, however, open adoptions are associated with better psychological and behavioral outcomes for the child. With the exception of Indonesia, Malaysia, Somalia, Tunisia, and Turkey, the laws of most Muslimmajority states do not currently permit legal adoption. Instead, laws permit a system of guardianship (kafala), which resembles foster-parenting, but is more stable. Kafala is defined as â€Å"the commitment to voluntarily take care of the maintenance, of the education and of the protection of a minor, in the same way a *parent would do for a child+.†5 According to Jamila Bargach, kafala is seen as â€Å"primarily a gift of care and not a substitute for lineal descent.† In other words, kafala involves the obligations of guardianship and maintenance without the creation of legal ties, which would produce specific personal status legal entitlements. This type of guardianship does not sever the biological family bonds of the child or alter the descent lines for the adopting family. Unlike foster-parenting, kafala is intended to be a permanent arrangement for a minor. Like fosterparenting and adoption, kafala is mediated by the state, in contrast to informal or â€Å"customary† adoptions which take place within families or through secret agreements. Convergences between Kafala and Adoption Whereas this statement focuses on adoption and not kafala, in some cases kafala may lead to adoption. Countries with strict application of â€Å"non-international kafala,† like Iran, Mauritania, and Egypt, reject any legal recognition between kafala and adoption. Citizens of these countries who reside in other countries, where adoption is the law of the land, cannot gain guardianship of a child with the intention of adopting that child in their state of residency. Other states, like Morocco, Algeria, Jordan and Pakistan, allow for placements of kafala children abroad, particularly with nationals living in foreign countries, with certain stipulations. Tunisia and Indonesia allow for a full convergence of kafala and adoption, limiting adoptions to national applicants, whether living in the country or abroad. Islamic Law: The term â€Å"Islamic law† refers to two related, yet distinct concepts, which are often conflated: Sharia and Fiqh. Sharia literally means â€Å"the way† and is a transcendental ideal that embodies the justice and compassion inherent in the totality of God’s will. Fiqh, which literally means â€Å"understanding,† is Islamic jurisprudence and juristic law, which has developed from the eighth century onwards as a human effort to interpret the Sharia. Fiqh has been developed by Muslim legal scholars through analysis of the Quran and the example (sunna) of the Prophet Muhammad, with the aim of securing justice according to the context of each society, time (zaman), and place (makan).7 Adoption in pre-Islamic Arabia During the pre-Islamic period in Arabia, adoption (al-tabanni) into a tribe often took place for socioeconomic and patriarchal reasons. Al-tabanni is derived from the Arabic word ibn, meaning â€Å"son.† In keeping with the patriarchal norms of the era, adoptees were usually, if not always, male.11 People adopted mainly to secure an heir and/or additional warriors for the tribe. Adoption could take place at any time in a person’s life, from childhood to adulthood, even if the adoptee’s biological parents were alive.12 The adoptee automatically earned full rights and the responsibilities of a biological child and was given the adoptive father’s name. Since male children were considered a source of wealth and prestige, this benefited the adoptive father.13 Often adoption was undertaken in self-interest with the intention of usurping an orphan’s property, as the adoptive parents would end up managing an orphaned child’s property. In addition, adoption was closely linked to enslavement; captors held the power to strip captives of their birth identities and appropriate them into their families.14 For these reasons, pre-Islamic adoption entailed a complete â€Å"erasure of natal identity.

Pepita the Life in the Novel

In every novel, there is one character that seems to appeal to almost every reader. That one character seems to be the one who although they perished, they should have made it to the end of the novel. They are the lights in a dark novel, and the energy in a boring one. In the Bridge of San Luis Rey, we meet many characters, all of whom have their own value and place in the story line. Yet the one character that did not deserve the same fate as the others was Pepita. Pepita was an orphan girl who was seen in the eyes of the Abbess as having leadership skills. Such a skill would be necessary for her successor. She needed someone who was able to perform all the task that she must now perform, when she could no longer perform them. As a result Pepita was subjected to a kind of molding process. In this process she was assigned to worst task in the orphanage, which taught her administration. She also became a kind of companion for the Abbess, accompaning her on her trips, on which she was educated in the management of women, wards, and how to beg for money. Yet the strangest part of her education was the Abbess's decision to send her to live with the Marquesa. The Marquesa was a crazy woman who made Pepita's life even worse then it already was. As her companion Pepita was ignored constantly and lived a life of solitude. Pepita is that life in the novel, she is the only good love that exist in a world of those who either love too much or those who love too little. The Marquesa drove her daughter away, because she loved too much. Although she was able to realize this before she died, it was too late. She was not able to show this newfound love to anyone. In the case of Esteban, he was not able to love anyone else except for Manuel. While Manuel was able to love another, this caused strife between them. When Manuel died he was not able to move on, simply because he only had love for Manuel. Then we have Uncle Pio, another character who loved too much. Uncle Pio had a mindset of his three aims that he simply has to fulfill no matter what happens. This causes him to have a constant longing for the Perichole who satisfies his goals in one shot. He loved her so much, that he wanted to live his life through hers. He did this by becoming a sort of parasite on the Perichole. When he could not longer live off of her because she could not take it anymore, he tried to do it to her son. The Perichole's son Jaime like Pepita had the true love, but would not be chosen by me, because he was a frail boy who was always sick and had not seen the hardships of life that Pepita had seen. Although he had been through a hard life, it was still not comparable to what Pepita had to go through. Jaime was also very sickly, which probably made him more humble and loved the world around him more. Most people, who have to go through what Pepita went through, end up hating the world and having no more love in their hearts. Yet Pepita was able to still have love in her heart. She was able to even change the heart of the Marquesa, who loved her daughter so much that she drove her away. Her courage is also worth admiring, she did not want to mail the letter to the Abbess, simply because she felt it was not courageous enough. Pepita has a sort of innocence that can only be found in children. All of the other characters have lost their innocence. Pepita also the most potential for becoming the type of person who will want to help others when she gets older. All of the training that the Abbess has given her has not completely failed. She has learned things that will enable her to grow up to become the type of person who others will look up too as a leader and a sort of mother figure. Out of all those that died on the bridge, I would have to say that, Pepita is the most probable one that I would save.

Constitution - Separation of Powers and Checks and Balances Essay

Constitution - Separation of Powers and Checks and Balances - Essay Example The legislative branch of the government of the US has the legitimate power of creating rules and regulation that govern the nation and has the right to keep a complete check and balance of the actions of the executive branch (Northrup, 2003, p.44). They have the ability to override a particular president’s power to veto by gaining a majority vote comprising of two thirds majority. They even have the ability to finances several actions conducted by the executive branch and can remove a residing president through the process of impeachment. They even are the ones who approve the appointments conducted by a particular president and treaties signed. The legislative branch can maintain checks and balances over the judicial branch be creating lower courts and removing judges through the process of impeachment and they even are the ones who approve and disapprove of appointed judges. On one end is the legislative branch that makes the laws, the legislative branch is responsible for carrying out laws. It can exercise check and balance on the legislative branch through their power to veto and hold extra special session for the congress and they even participate in law making by recommending legislative amendments and they can even appeal to the people of the legislative branch. They even conduct checks and balances on the judicial branch as the judges of the Supreme Court as well as federal level judges are appointed by the President of the United States. Similarly, the judicial branch has the ability to conduct checks and balances on the legislative and executive branch. They monitor and control the executive branch as judges that are appointed cannot be controlled by the executive branch and have the right to make decisions without any influence and they can use their power of judicial review to judge actions conducted by the executive branch as

MANAGEMENT FOR CLINICIANS Essay Example | Topics and Well Written Essays - 1250 words

MANAGEMENT FOR CLINICIANS - Essay Example asks that the healthcare industry re-align itself in such a way as to provide a team that is multi-disciplinary and works together for the good of the patient, that care become more patient centered, and an effort to determine how to use clinical support staff in such a way as to reduce the pressure on the healthcare professionals that are already overwhelmed (Garling report, 2008). This paper will discuss recommendations made by the commission and how shared patient centered care teams can provide much needed care. The patient provider relationship has been changing for some time and with new initiatives will continue to change. Today healthcare is electronic and highly regulated and healthcare workers are faced with increased amounts of accountability in their practice. Consumers are more interested in becoming part of their own healthcare and are reasonably able to contribute when that option is available (Smith, & Barefiled, 2007),. The shortage of professionals in healthcare is not expected to get better anytime soon and may, in fact, get worse. Every possibility of expanding the methods we presently use in supporting those professionals becomes important. This is the time for true patient centered care. This is a growing trend and empowers healthcare consumers and their families with the adaption of patient centered initiatives. Caring Together has determined to create a focus on the patient. In doing that, they have set a goal to make healthcare more efficient as well as more sustainable. They have clearly stated that â€Å"everything must be about the patient.† (Caring Together, pg. 5). This has not been true in the last few years as the amount of paperwork grows and the supervision of support staff has waned. Now, however, is the time to move forward and solve these problems for the betterment of patient care. According to Smith and Barefield (2007), there are seven aspects of patient centered care. Those include, respect for patient’s values,

Inclusion of Disabled Children in Primary Education Essay

Inclusion of Disabled Children in Primary Education - Essay Example This education consists of six or seven years. The children enrolled in primary education are of the age of five or six years. According to UNESCO (UNESCO, 1994) almost 70 % of the children enroll for primary education. This report also suggests that most governments in all parts of the world are ready to archive a full universal enrollment of all children in primary schools by the year 2015. Disability is defined as an impairment, which can be either physical or mental that limits a human being from performing activities performed by an ordinary person. The Disability Discrimination Act(DDA) defines disability as a mental or physical limitation that has substantial long term negative effect on the person and limits his/her ability to perform day to day duties. With respect to this definition; substantial indicates that the disability can be minor or major. Long term means that its effects can last for one year minimum, the activities that the disabled person is unable to perform include but not limited to speech, hearing, sight, manual work, movement and reasoning power. According to research conducted by the International Classification of Functioning, Disability and Health (ICF), the areas affected by disability include; performance of general task, communication impairment, limited or no mobility, lack of self care, limited learning ability, inability to carry out domestic function, inability for relationship with other people and the community as a whole. some of the most common disability among human being include; deafness, which is the inability to hear, blindness which is the inability to see, lameness which is the inability to walk or perform other physical tasks and mental retardation or cognitive disability which is the inability to reason or solve problems normally. According to a report by UNESCO (UNESCO, 1994) the implementation of inclusive education would be more advantageous to the disabled children in the long run. The report highlights that the inclusion of the disabled children will lead to the enhancement of a cooperative spirit between the disabled children and the other students. This will help the other students to accept the disabled children as part of the society. The other children will also help them in adapting to the ordinarily system of learning. Implementation of inclusive education is considered to be beneficial to all the children in the long run, initially the disabled children may feel a little different from other kids, but with time the children accept their differences. The children with disability will also run how to tolerate and accept each other differences. Special schools These are schools, specially designed and staffed with specially trained and experienced tutors in order to cater for education needs of disabled children. In these schools the student are given high attention and the teacher. The student- teacher ratio is less than 6:1. In addition, these students have special facilities e.g. sensory rooms, special swimming pools and other facilities that aid these children develop, learn, play and interact with each other. Some of these special schools include; school for the blind, school

Managed crisis public relations Essay Example | Topics and Well Written Essays - 500 words

Managed crisis public relations - Essay Example audiences for this plan include the government, customers, employees, stakeholders, the media, regulatory bodies, the affected passenger and his family, as well as the national public. The crisis communications plan seeks to deliver a specific message to each of the above audiences. The plan seeks to reassure the audience of the company’s commitment to working on resolving the issue of promoting the safety of passengers and providing them with remarkable transportation services. The company will rely on the principle of prompt communication as well as providing constant updates concerning the situation. The company seeks to reassure the government, its customers, and the public of its commitment to promoting high levels of safety. The company will also update the public on the progress of the affected passenger and the measures taken to compensate him. The spokesperson will exhibit high levels of confidence and remain accurate concerning the incident to ensure that the public does not have speculations. The company will rely on different forms of media to communicate effectively. There is a salient need for the company to identify a crisis communications team that will take charge of all the communication processes concerning the recent event. The formation of the crisis communications team should take place with immediate effect because there is an urgent need to provide the government, our customers, as well as the public with information. Crisis communications team should identify a reliable spokesperson and develop a communications policy that all the members of the staff must obey. The crisis communications team will exhibit immediate response by notifying the management team of the company concerning the recent incident. Moreover, the team will develop proper media alerts and call for a press conference that will allow the identified spokesperson to give detailed information to the public and the government. The crisis communications team will review the