Pr 3 Essay Example | Topics and Well Written Essays - 250 words

Pr 3 - Essay Example Although all the above qualities are desired in a school leader, I believe it is not fair to expect one person to be good at so many aspects of work. This is the reason why â€Å"shared leadership† seems to be an effective idea to me. In shared leadership, the leader passes around the command to the team according to the demand of the job. This is according to Burns theory of Transformational Leadership, which he defined as the â€Å"ability to empower others â€Å".In other areas as well, it is known that after a limit, benefits like salary hike do not motivate the employees any more. The trick beyond that limit is to give them decision making power. The same is true in education as well. An effective school leader helps staff members by providing personal attention, encourages them to think out of the box and shows trust in them by making them a part of important decision making. Another theory that seems to be very appealing to me especially in education is the Servant Leader theory. Educational institutions in our world are generally seen as institutions made to serve the community. Although education is big business nowadays, still people like to think of it as a place which is not for profit but for the welfare of students. In countries like India, schools are considered sacred just like a place of worship. Keeping in mind this mindset of the society, servant leaders are very suitable for schools. These leaders want to serve first, and in the process of serving, they acquire the wisdom, skills and authority of a leader. They are caring, helpful and sensitive to the needs of both the teachers and students of their school and work towards their success by doing constant labor themselves. The leader that has had a major impact on me can be considered as belonging to the servant leader class. Just as the theory describes, this leader was not the principal or top official of the school but was at the center of the

User Manual Critique Research Paper Example | Topics and Well Written Essays - 750 words

User Manual Critique - Research Paper Example It measures five inches in width, 4.1 inches in height and 3.1 inches in breadth. It has an approximate weight of five hundred and sixty grams making it very light for portability purposes. The writer of the manual has organized the manual in a very user friendly way tackling each component of the camera at a time. The writer introduces the user of the manual with a basic overview of the components of the camera. This includes the simple to understand peripherals and components of the camera like the camera body, view finder, monitor, command dial, power switch and the mode dial (Thomas 2009). In introducing the user to such components the user can easily understand the detailed description of the other finer components. After the introduction of the user to the hardware components of the camera, the manual unfolds to the software components. This is in relation to the use of the camera and the various user interfaces integrated into the camera to enhance functionality. The user is introduced to use of the various camera menus. After this, the user is slowly introduced to the real use of the camera like in the first instance the user should charge the battery and then insert it back to the camera. The writer explains step by step on the initial set up procedure to make sure that the camera works as intended. However, this should have been discussed before the explanation on the camera menus for easy understanding. If the menus had been discussed after the initial set up of the camera, the camera can find it easier to follow. The manual also explains on the working of the camera. It explains step by step on the procedure to follow when taking pictures of varied nature. It goes ahead to explaining how the user should handle the camera, start, set the stings and select the background. However in demonstrating this, there should be clear images to show how and where to press or change the

Collecting and preparing Essay Example | Topics and Well Written Essays - 500 words

Collecting and preparing - Essay Example The photographer needs to use the modern as well as state-of-art camera for the attaining better results. The size of the lens should be 28 mm focal length and macro lens should be 50 mm focal length, which gives a standard quality photo. The photographer also should record the crime scene along with the areas attached with it. They also should record the appearance of the evidence and provide the investigator the photograph along with the evidence for the further investigation. At last, the photographs of the crime scene must be presented in front of the judge in the form of evidences in a systematic manner (Pearson, 2015). At the initial steps, the photographer should have the knowledge about different types of camera. The photographer appointed should be well acquainted with the type of camera that is required to take the photo of crime scene along with the perfect size of the lens and other accessories. The confidence level of the photographer must be high and should give higher attention at the time of work (Pearson, 2015). The equipment such as camera should be good quality attached to a perfect quality of lenses. During the time of capturing photo, there should be proper lighting so that clear photo could be taken (Pearson, 2015). During the time of photography of a crime scene, the photographer needs to ensure the safety by wearing the precautionary dress and needs to use certain arms or weapons while capturing the physical evidences (Pearson, 2015). There are two types of photography such as micro and macro. The photographer also needs to take the photo from different angles to make it easy for investigation process. For the two types of photo, photographers should use two types of cameras such as micro camera and macro camera so that the standard of the capture could be ensured (Pearson, 2015). The photographer should mark on the photo

Short writing Essay Example | Topics and Well Written Essays - 250 words

Short writing - Essay Example government and its Border Patrol are constructing a steel wall ten feet high to span sections of the border with Mexico†(Silko, 2013, p.122). The vivid descriptions of the situation at the border come because of the narratives being personal experiences of the situation. The narratives have a significant difference in that most of the events described by Biss occur in Mexico while Silko describes events occurring in the border. While crossing the border Biss was not subjected to the dehumanizing search, but observed that Mexicans were being mistreated, resulting in the development of hatred for Americans, while staying in Mexico. Silko was personally subjected to the ill treatment while attempting to move across the border, and realized that all individuals moving across the border were subjected to similar actions. Sometimes, the treatment was worse, as the officers might have beaten them. The experience through which Silko underwent leads to the conclusion that the patrols cannot stop the migration since this is a natural event. For Biss, however, the experience was different and was based on the observation of lifestyles of the Mexican people. This resulted in a retaliation act by hating Americans for mistreating the Mexican

Terrifying things people do (ideas) Essay Example for Free

Terrifying things people do (ideas) Essay As you probably know the writing of an essay is to gauge the writers creative ability and to assess the fluency of their mind and its properties to assimilate within actions and sounds their take and acknowledgement of the world around them. In such confines your wish to project the panoply of Depression is both brave and challenging. If one had a coin for every time you have heard the sufferer say that it is the inability of people without the illness to be able to understand its vagrancies or machinations then we the patients would be very rich indeed. You have the opportunity of perhaps giving some insight into one of the most insidious of illnesses and I would encourage you to use such an occasion. You do not identify yourself as a mental health user but I think in some way you must be associate with the illness to consider such a subject. You ask for assistance in creating an opening for the subject heading Terrifying things people do ever day With your approval I would offer the following: 1. It without doubt borders on the terrifying when as a severe depressive you awake each morning to sense if that feeling of loss and imprisonment is waiting for you to wake. By long experience you know that through a lifting of your eye-lids, if you will be caught for that full day in the snarling web of black depression. 2. You know then that the day ahead will be a struggle and a battle, competing with a condition that wants to ensure that you suffer terrifying mental and physical pain. 3. It is a terrifying experience to attempt to live through such a day without the proper function of the brain giving out proper signals to relay cognition, memory or the confidence to speak in public or to feel or act naturally. 4. You feel terrified and afraid and because you are in such a low mood feelings of fear are multiplied until you reach a point of standstill. In many cases you become almost dumb unable to vocalise your symptoms or the anguish of the illness. 5. You are haunted and terrified with a past but no future and cocooned in hopelessness. Hopefulness has become an early victim to the illness. 6. As a form of retreat from the illness you seek out the safety of the duvet and sleep becomes a form of retreat but such safety turns to terror when you exaggerate in a day the wakening up experience. 7. You become reclusive which can be in itself terrifying, the world continues to spin, and the traffic flows and people like ants hurry and scurry about but you become invisible which is frightening, you are alone desperate for companionship but no one appears to notice you or to give you the time of day. 8. In the most acute stages, the mind wanders into that terrifying prospect of suicide and death becomes a welcomed conclusion to the pain and agony of a brain so badly affected with a chemical imbalance. Its at such a junction that the terrifying prospect of death challenges your will to live and in the most perverse way a battle not of the mind but of the will and spirit rages on in a terrifying contest. Normally this takes place against a backdrop of darkness. The mind is lost in the dark but the soul must somehow find the light to survive. An episode of full-blown suicidal tendency is the most terrifying the non-soldier in life will ever experience. 9 The survivor from this mental holocaust will be now have reached the stages of therapy and medication and if properly diagnosed will have started a programme of lessening the effects of severe depression. It is still to be proved if Depression and Mental Illness in all its labels is curable. However the medication is probably for life. Whilst you may reach a level of functioning, its terrifying to be in such an abyss without the feeling or exact knowledge of expectant hope and true well-being. 10. The sufferer who has incurable Mental Illness will probably have lost a half to a third of their working life and to enter that vista of old age without savings or pension plans has that re-visit to terror. Life as it has been commercially re-designed is to get to that nirvana of retirement, financially protected and making for the golf course. This is not the option of the long-term ill, their terrifying journey into the final years have already been predetermined through sad event and circumstance. Terror is looking forward and seeing no hope; Terrifying is living that no hope. This is what millions of sufferers do every day. In a land that refuses to accept the depth of the illness. The caption for any documentary on mental illness today would need to encapsulate The Walking Dead in our lifetime this is truly Terrifying!

Mount Etna: History and overview

Mount Etna: History and overview Mount Etna is also known as Mongibello in Italian. To ancient Greeks Mount Etna is known as the god of fire. They also believe that Cyclops, who is a one eyed monster, lives there. People can go skiing on Mount Etna in winter and you can go hill walking in the summer, but you have to be careful in case it erupts when youre there. Mount Etna also has some famous caves on it which people like to go and see. There is also a lot of wildlife on Mount Etna like Frogs, Toads and even some turtles are found in some of the ponds and lakes, there are also a lot of birds and even some rare golden eagles. Mount Etna has a lot of trees so in autumn when the tree leafs change colour lots of people come to see them. Mount Etna is strato volcano so its lava isnt as hot as other types of volcanoes. It is on the east coast of Sicily quite near Messina and Catania. Mount Etna has the most amount of eruptions in the world. It is the biggest active volcano in Europe, it is about 3326m high and it has an area of about 1190km ². The volcanoes height changes every eruption and some of the eruptions have reached the cities near the coast. The mountain is about 21m smaller now than 1865 because of the weather eroding it away. Mount Etna is by far the biggest active volcano in Italy, being almost 3 times as big as Mount Vesuvius which is the next biggest volcano in Italy. Geologists think it has been active for over two and a half million years. Mount Etna is one of the most active Volcanoes in the world. Its usually a quiet Volcano not a violent one because it erupts so often. Mount Etna erupts most impressive when the vents and the top erupt. Ash storms only happen if the vents erupt. The lava from Mount Etna can sometimes get up to 1000 degrees Celsius. Thousands of people live near and on the slopes of Mount Etna, their houses and property get ruined quite a lot. The surrounded areas of Mount Etna are good for Farms because crops and vegetables grow well on the volcanic soil. One of the eruptions in 122BC caused so much damage to a nearby city called Catania that its residents were relieved from paying taxes to Rome for 10 years. Mount Etna has 3 vent creators on its slopes, which have lava, rocks, and gasses coming out of them. Mount Etna erupted most violently in 1669 when the lava demolished nearby villages on the bottom of the slope. Some other violent eruptions have happened in 1971, 1983, 2001-02 making the Italian government to declare a state of an emergency. All these eruptions have been dangerous but the one in 1669 when it hit the outskirts of Catania was by far the most violent. Mount Etnas Eruption 1669 Mount Etnas eruption in 1669 is the worst eruption so far in its history. During Mount Etnas history it has erupted quite often, so people dont usually bother when it erupts because its not that violent, but the eruption on the 8th of March 1669 was by far the most violent. On the afternoon of the 11th of March a lot of vents from the volcano opened between two nearby cities, these vents caused a couple of very dangerous explosions and a huge amount of lava came out of them and flowed downhill. It produced about 830,000,000m ³ of lava. The eruption was caused by two months of earthquakes under and on the surrounding areas of Mount Etna. This was caused by the African crust pushing under the Eurasian crust. This made Mount Etna erupt. On the 11th of March a 9km gap cracked open from Monte Frumento Supino to Monte San Leo on the south side of the mountain. The biggest vent cracked open near Nicolosi and oozed with lava and it ended up shaped like a cylinder cone and it is now a popul ar tourist point and is called Mount Rossi. On the first day of the eruption a town called Nicolosi and two other villages nearby were destroyed by the dangerous pyroclastic flow which can get up to about a speed of 500mph. The next three days the lava was flowing south and another four villages were destroyed. At the end of March another two bigger towns were destroyed and the lava reached the outskirts of Catania at the end of April. At the beginning of the lava reaching Catania, the lava flow hit against the wall which was meant to stop the lava flow destroying Catinia. The wall was strong enough for a while but on the 30th of April the lava reached the top of the wall and poured into the city which made the wall fall down. After a while of the lava getting into the city it reached the harbour and filled it up. Some of the people that live in Catinia built walls next to all the main roads to stop the lava going onto the roads which would cause some accidents and deaths. Other people that live nearby tried to direct the lava flow away from the city but they did not do that good of job. Effects of Mount Etnas Eruption 1669 The effects left behind from the eruption in 1669 were talked about worldwide. More than 10 villages were destroyed and a lot more were badly damaged by the lava flow. The west side of Catania was also badly damaged. The west and southwest of the city which was the richer side of the city, with lots of fruit gardens, expensive villas and a few monuments from Greek and Roman time were turned into a wasteland from the vicious lava. Catania was now surrounded by lava in all directions apart from the sea side. The pyroclastic flow damaged the south and south west of the city, unlike the eruption in 1381 when it destroyed parts of the north side. The pyroclastic flow doesnt always do the most damage but it kills the most people because it can travel so fast, and people cant get away from it. About 200 000 people died and about 27 000 people were also left homeless from the devastating eruption. Plate Tectonics Most volcanoes in the world are on a constructive or destructive plate boundary. Mount Etna is on a destructive plate boundary. A destructive plate boundary is when one plate is getting pushed under another plate. Mount Etna was made by the African plate pushing under the Eurasian plate which makes a volcano form. Mount Vesuvius and Campi Flegrei are two other volcanoes which are also made by the African Plate pushing under the Eurasian plate. Most active Volcanoes are positioned near or along the edge of plate boundaries. Scientists are trying lots of different ways to find a better way of seeing under the earths crust below a volcano. Bibliography http://www.solcomhouse.com/etna.htm http://www.bestofsicily.com/etna.htm http://www.volcanolive.com/etna.html http://www.geography.learnontheinternet.co.uk/topics/etna.html http://www.destination360.com/europe/italy/mount-etna http://www.worldtravelguide.net/attraction/285/attraction_guide/Europe/Mount-Etna.html http://www.history.com/this-day-in-history.do?action=Articleid=366 http://www.experiencefestival.com/a/Mount_Etna_-_1669_eruption/id/1371107 Myocardial Infarction (MI): Nursing Assessment and Care Myocardial Infarction (MI): Nursing Assessment and Care The purpose of this reflective essay is to critically analyse the clinical assessment and nursing care of a patient suffering from an Myocardial Infarction (MI). This essay also reflect my personal experience and knowledge I gained in a coronary care unit (CCU) which will be useful in my future development. I used Gibbs model to reflect on my experience of caring for a patient with a Non ST elevation MI or NSTEMI (Gibbs 1988).The National Service Framework (NSF) for coronary heart disease (CHD) set standards for the prevention, diagnosis and treatment of CHD (DH 2000).Myocardial Infarction (MI) is one of the major causes of morbidity and mortality in the United Kingdom (NICE 2002). Reflective practice is one of the key processes of learning within the health professions. It enables you to reflect on actions taken and analyse what you may have done differently and how you will handle similar situations in the future. Learning comes from how you handle different incidences and experiences and reflection is a key part of this. There are a number of models to choose from such as John’s model of reflection (1994), Kolb’s learning cycle (1984) or Atkins and Murphy’s model of reflection (1994). However, this essay will use Gibbs’ model of reflection (1988) to critically analyse the clinical assessment and nursing care of a patient suffering from a Myocardial Infarction (MI). This essay will use the model as devised by Gibbs as a framework. Gibbs’ model of reflection (1988) is based on six separate elements. It would be worth looking very briefly at each stage before continuing. Stage 1 of this model is the description. It requires you to set out the context of the event such as who was there and what was happening? Stage 2 is feelings. This is how you felt about the event and how you felt about the outcome. Stage 3 of Gibbs’ model is the evaluation. This requires you to consider the experience as a whole. What went well and what do you feel wasn’t so successful. Stage 4 is an analysis of the event as a whole. It requires you to break down the event into it’s separate parts and look at each part in more detail. What sense can you make of the situation? Stage 5 is the conclusion. This stage invites you to question what you might have done differently or what more could you have done given all the facts. The final stage of Gibbs’ model of reflection is an action plan. What would you do i f you encountered the situation again? What about your actions would you change? This is the structure that this essay will follow. Stage 1: Description I was working as a nurse in a Coronary Care Unit (CCU) in London. NMC guidelines (2004) requires healthcare providers to protect all patient’s confidential information. From this point I will be referring to the patient as Henry. Henry is a 45 year old male who was admitted into the Accident and emergency Unit of the hospital where I was working with crushing chest pains radiating to his left arm and his back. Henry had had no previous or family history of coronary disease. The initial observations showed that he had stage 2 high blood pressure (138/78), a heart rate of 85, respiration of 15 and a temperature of 36.5 degrees centigrade. Saturation was 100% at 28% oxygen via face mask. An ECG done in AE showed ST depression in leads 11,111 and AVF less than 1mm. TroponinI was>32ng/ml. In AE an initial dose of aspirin and 300mgs of clopidogrel was given to Henry. 80mgs of Clexane was also given, along with 5mg of morphinesulphate. 2 puffs of GTN spray was also administered. He was then transferred to CCU for further management. I first came into contact with Henry that morning when he was handed over to me. He had been in a stable condition when he was admitted to the CCU and had said that he had had a pain free night but later complained to one of the senior sisters that he had in fact been suffering but didn’t want to disturb anyone since the pain occurred from 4am onwards. When I first encountered Henry he was pale, cold and clammy. GTN spray was administered and I also started oxygen at 28% as his saturation was at 98%. Henry had said his pain was in his central chest and back regions. His ECG results showed ST depression 2mm in leads 11,111,aVF. At this point his BP was 126/80,his heart rate was 100, his respiration rate was 19 and he had a temperature of 36 degrees centigrade. Once I had informed the registrar of this I started a GTN infusion and his blood pressure dropped to 110/76. I then wanted to assess the level of pain that Henry had said he was in. I used a numerical rating scale to determine the level of his pain. This numerical scale provides a valuable measure of the understanding of the intensity of pain (Thompson et al, 1994). He had initially scored an 8 out of 10 but after the GTN infusion was administered this dropped down to 5. He was then started on 50mgs of Tirofiban in 200mls of normal saline and 20,000units of heparin infusion. During this time the registrar arranged for an emergency angiogram at a nearby hospital in London. I arranged for the transfer to be made in the hour. Upon his return, angiogram on his return I checked his angio site for bleeding. I did an ECG and placed him on a cardiac monitor. I checked pedal pulse and did circulatory check in his right leg every hour. I advised him to stay in bed for few hours to avoid bleeding. When it was discovered that Henry had an Inferior NSTEMI he was scheduled to have an emergency percutaneous transluminal coronary angioplasty (PTCA) which is performed by passing a balloon tipped catheter from an artery in the groin or arm and guided to the blocked artery of the heart (American Heart Association, 2008).The balloon is then inflated and removed, leaving in metalstent which squashes the fatty deposit that has been blocking the artery and therefore allowing blood to flow more easily. Jowett and Thompson (2003) argue that this method is very useful in alleviating symptoms and improving the prognosis of the patient. I was able to explain the procedure to Henry and then prepared him for the operation by shaving his groin and checking his bloods (including a coagulation screen). I also inserted venflon for intravenous access administered medications such as aspirin, informed the next of kin. The angiography had shown that Henry had 70-90% stenosis in proximal and midsegment section of vessel. The left coronary artery was free of obstruction therefore patient had PCI with drugeluting stents in the right coronary artery. The procedure was successful and I was able to start Henry on the first phase of his cardiac rehabilitation before his discharge. This involves a risk factor assessment and giving advice on how to lead a healthier life through reducing stress, having a healthier diet and taking regular exercise. I also gave him advice on his new drug regiment which would be an important part of his rehabilitation. Of course, longer term rehabilitation is required for patients who have gone through what Henry has gone through. He agreed to attend a exercise program once a week to be conducted in the hospital. A Myocardial Infarction (MI) can have a huge psychological effect on a patient. The changes that a patient is required to make to their lifestyle after suffering an MI can also have a damaging psychological consequences. Before Henry was discharged I had him fill out a questionnaire that would help determine his depression and anxiety levels based on the Hospital Anxiety and Depression (HAD) scale. Stage 2: Feelings As a nurse I know that it is impossible to give round the clock, exclusive care to just one patient. I had other patients to attend to on that day who needed my care just as much as Henry. However, I still felt frustrated that Henry was in so much discomfort and I was also annoyed with myself for not having picked up on this when he had been initially handed over to me. It was left up to the senior sister to tell me that he had been pain during the night. I also felt frustrated that he didn’t feel like he could tell anyone about the pain that he had been experiencing. I felt that on the whole my communication skills had been lacking on this occasion. Had my communication skills been better, I could have picked up on the pain Henry was in much sooner. This is perhaps the strongest feeling I have about this experience. Overall I felt relieved that I was able to discharge Henry. CHD is a massive killer in the UK and working on the CCU one experiences many outcomes that aren’t as positive as Henry’s. Of course, I know his life is going to have to dramatically change as a result of his MI but I felt like I had done my best to prepare him for these changes. Stage 3: Evaluation This stage requires a reflection of the experience as a whole and to look at the aspects that were successful and also to look at aspects that weren’t so successful. Overall I was pleased at the outcome of this experience. However, there are always areas that could be improved on. Perhaps the greatest failure came from not knowing soon enough of the chest pain that Henry had suffered through the night. Had his pain been reported or picked up on sooner then I could have possibly prevented some of the myocardial damage. The GTN infusion could have been administered sooner. The purpose of this infusion is partly because it is useful for analgesia but also because it is useful for the control of ischaemia as it relaxes the smooth muscles, arteries and veins leading to vasodilatation (Hatchett and Thompson, 2007). Had I known of Henry’s chest pain right from the start it would have been possible for me to administer this as soon as he was handed over to me. The CCU I work in follows the ESC guidelines for management of NSTEMI. In accordance with this, I started Tirofiban and Heparin infusion. Tirofiban is a nonpeptide mimetic antagonist of glycoprotein 11b/111a receptor. Because Henry was limited by unstable signs and symptoms, protocol states that Tirofiban in combination with Heparin and Aspirin will have lower incidence of ischemia. I thought that the care that Henry received before his PTCA and the speed in which he was able to have this surgery was a great success. The PTCA was also a particularly successful. In the BHF Randomised Intervention Treatment of Angina (RITA3) trial of patients with NSTEMI, invasive strategies (PTCA or CABG) were found to be better when compared with more conservative strategies (Collnolly et al, 2002). I also felt that the care Henry received after his PTCA was very successful. The long term effects of this are yet to be realised but in the short term I felt that Henry responded very well to the lifestyle changes he was being asked to make. The long term care of patients who have suffered from CHD requires coordination across many different health care professions. It is often for patients to slip through the cracks and skip the parts of the rehabilitation that they find too hard. However, I felt that Henry was determined to get back to a normal life as soon as possible. Stage 4: Analysis The purpose of Gibbs’ model of reflection (1988) is to learn from your experiences. I feel that this stage has been adequately covered by the description given in Stage 1. In this previous section I have given a step by step breakdown of the events as they unfolded. Each part from Henry’s admission, to his treatment to the initial stages of his rehabilitation have been covered in sufficient detail above. Stage 5: Conclusion As already mentioned, one of the areas which I felt was most inadequate throughout this whole experience was communication. Jowett and Thompson (2003) argue that in the highly technical and invasive atmosphere of a CCU, good communication can sometimes be lacking. Ashworth (1984) argues that a patient needs to feel like healthcare professionals such as nurses need to be helpful, competent and approachable. Nurses in turn have to recognise the individual needs of the patients in their care. This is an area where there were obvious failures. Henry didn’t feel able to express the fact that he was in pain because he didn’t want to be a nuisance. In an CCU where it is a highly charged atmosphere, it is possible that the patient may feel quite a lot of discomfort but won’t speak up because they may feel that they are inconveniencing someone or also they may feel that everyone in the CCU is probably feeling worse than them so they should just deal with the pain and not speak up. This failure to communicate is both the fault of the patient and the healthcare professional but the healthcare professional should be able to recognise when a patient is in pain. Stage 6: Action Plan Clinically I feel all the proper guidelines and protocols were applied in the case of Henry. As has already been stated, what was lacking is the communication. I am likely to encounter similar situations again as a nurse in a CCU. CHU is a leading health concern in the UK so it is important that one is able to learn from experiences and use them when encountering similar situations. The role of nurse in a CCU is one that is rapidly evolving and changing so it is important to learn from experiences and apply this learning to everyday practice. What my experience with Henry has taught me is that I need to treat each patient as individuals with individual problems and with differing levels of communication skills. Some patients are good at communicating what they feel while others aren’t. Spotting that Henry was in pain sooner may have led to less damage of his heart tissue. Of course the damage had already been done before he came into hospital but I may have missed signs that I should have picked up on when he was initially handed over to me. As nurses we should be striving to make the patients in our care as comfortable as possible. This especially important in a CCU where patients are having to deal with a variety of problems and a wide range of emotions. It is easy to get caught up in the highly charged atmosphere and not see the patients as individuals. This is something that I aim to work on in my future career as a nurse. Bibliography and References: Bassand, J., Hamm,C,Ardissino D et al (2007) Guidelines for the diagnosis and treatment of Non-ST-segment Elevation acute coronary syndrome:The task force for the diagnosis and treatment of Non ST-segment elevation acute coronary syndromes of the European society of cardiology. European Heart Journal 28:1598-1660. B .Scheller,U.speck,M.Bohm Prevention of restenosis; is angioplasty the answer. Heart 2007(93) 539-541. Derek L Connolly,Gregory YH lip and Bernard SP chin.Anti thrombotic strategies in acute coronary syndromes and percutaneous coronary intervention.ABC of antithrombotic therapy BMJ.2002 325(7377): 1404-14 E coady Managing patients with non-ST-segment elevation acute coronary syndrome Nursing standard 2006(20) 49-56. Fox KA (2004) Management of acute coronary syndromes: an update.Heart 2004(90-1) 99-106. Gibbs ,G.(1988) Learning by doing :A guide to teaching and learning methods.oxford. Hatchett,R. and Thompson,D. (2001) Cardiac Nursing:A comprehensive Guide,London,Churchill Livingstone. Harvey D white (2008) Implications of a new universal definition.Heart 2008(94-6) 679-683. Henriksson M Epstein,D.M and Palmer SJ (2008) costeffectiveness of an early interventional strategy in non-ST elevation acute coronary syndrome.Heart 2008(94) 717-723. Jowett,N and Thompson,D.(2003) Comprehensive coronary care.3rd edn.London:Bailliere Tindall. Libby P (2001) Current concepts of the pathogenesis of the acute coronary syndromes.Circulation. 2001(104-3), 365-372. Mathew B.earnest and Peter N. tadros march1,2007 consultant vol 47(3) National Service Framework for Coronary Heart Disease (2000) A report on the clinical and cost effectiveness of physiotherapy in cardiac rehabilitation London:NSF. Nursing and Midwifery council (2002) code of professional conduct.London.Nursing and Midwifery council O Connor, S (1995) The cardiac patient:nursing interventions.London:Mosby. Ornish,D.,Brown,S.E.,Scherwitz,L.w., et al.(1990)Can lifestyle changes reverse coronary heart diseaseLancet,336,129-133. Scottish Intercollegiate Guidelines Network (2002) Cardiac rehabilitation:National Clinical Guidelines. Edinburgh:SIGN Thompson, P (1996) The effectiveness of cardiac rehabilitation.Nursing in critical care 1(3);215-220. Thygesen, K .,Joseph S., et al.(2007)Universal Definition Of Myocardial Infarction:Task Force For The Redefinition Of Myocardial Infarction.European Heart Journal(28) 2525-2538. World Health Organisation (1993) Needs And Actions Priorities In Cardiac Rehablitation And Secondary Prevention In Patients With Coronary Heart Disease.WHO Technical Report Service 831,Geneva, WHO . Wood,D., Mcleod, A., Davis,Miles,A.(2002) Effective Secondary Prevention and Cardiac Rehablitation.London:Ausculapius Medical Press. Woods, S.L., Sivarajan Froelicher,E.S. and Underhill Motzer, S.(2004) Cardiac Nursing, 5th edition, Philadelphia, Lippincott.

Following In The Footsteps :: Personal Narrative Teaching Education Essays

Following In The Footsteps When I was growing up, I was always around the teaching profession. My mother is an educator and I had always been told that I would make a great educator too because my mother was a teacher. They said it was in my blood. I was never too sure about that. I never really knew what I wanted to be when I grew up. I did not know if teaching would be right for me. I did not know until the summer after graduating from high school; the summer I found my calling in life. At the time I did not know it, but the summer after graduating from high school would be one of the greatest summers of my life. During this summer, I became involved in a program called Energy Express. In this program, I had my own classroom of approximately ten students. I instructed these students in improving their reading and writing skills. I became more deeply involved with the program as the summer progressed and I fell in love with the art of teaching. Until this time, I did not know of anything that gave me the type of joy that teaching gives me. I had not known what a thrill that it would be for me to watch a child that could not read at all in June, read very well by the time August came around. I knew for sure after my summer was over with Energy Express that I wanted to be an educator, but not just any educator. I want to be the teacher that has a lasting impact on the lives of every single student that comes into my classroom. During my tenure with Energy Express and in my Education classes at Concord College, I have developed my teaching philosophy. I believe very strongly in cooperative learning, meaning that students should be heavily involved in the classroom by participating in group activities and discussions. By participating in a discussion and/or hands-on lesson, the student is more likely to retain what he or she has been taught. I also believe that teachers should do their absolute best to inspire the children to learn by making the classroom a fun place to learn, but at the same time having structure and discipline.