A Laparoscopic Cholecystectomy Was Indicated Nursing Essay

A Laparoscopic Cholecystectomy Was Indicated Nursing Essay Cholecystitis is defined as an inflammation of the gallbladder caused most commonly by the obstruction of the cystic duct Bloom et al., 2012. The gallbladder is a small organ located under the liver that plays a major role in the digestion of fat (Balentine, 2012). Normally bile and digestive enzymes pass out of the gallbladder on their way to the small intestine. If this flow becomes blocked, it will build up inside the gallbladder, causing swelling, upper abdominal pain, and gallstones resulting in liver dysfunction (Bloom et al, 2012; Mackillop Williamson, 2010). Gallstones are solid particles that are formed from bile (Balentine, 2012). Common risk factors in the formation of gallstones include being female of childbearing age, overweight, certain medications such as birth control pills or statins, rapid weight loss, poor dietary habits and pregnancy (Ali, Cahill, Watson, 2004; Balentine, 2012; Mackillop Williamson, 2010). Gallstones can block the outflow of bile and digestive enzymes from the pancreas. If this blockage persists, the gallbladder can become inflamed causing cholecystitis (Balentine, 2012). The initial treatment of cholecystitis includes bowel rest, intravenous hydration, analgesia and antibiotics (Bloom et al., 2012). Outpatient management may be suitable however if surgical treatment is indicated, laparoscopic cholecystectomy represents the gold standard of care (Bignell et al., 2011; Chowbey et al., 2010; Farkas et al, 2012; Tsimoyiannis et al., 2009). In the diagnostic process for surgical interventions an ultrasound scan may be performed however magnetic resonance cholangio-pancreatography (MRCP) is the diagnostic preference for gallstones (Mackillop Williamson, 2010). MRCP is a non-invasive technique used for viewing the bile and pancreatic ducts and gallbladder using magnetic resonance imaging (MRI) (Mackillop Williamson, 2010). Laparoscopic cholecystectomy requires gas to be administered into the peritoneal cavity and thus routinely requires general anaesthesia with intubation (Sherwinter, 2011). The advantage of laparoscopic cholecystectomy results from preserving the integrity of the abdominal wall which reduces operative trauma and complications. It also has been shown to have a greater recovery time decreases postoperative pain and the need for postoperative analgesia, shortens hospital stay and returns the patient to full activity within 1 week (Sherwinter, 2011; Tsimoyiannis et al., 2009). For the operation anaesthesia was induced with fentanyl, midazolam, propfol and rocuronium. Tracheal intubation was facilitated with suxamethonium. Anaesthesia was maintained with a propofol infusion accompanied with a nitrous oxide and oxygen ventilation. Mrs Smith was also given 4mg of ondansetron before the end of surgery for the prevention of post-operative nausea and vomiting and was administered bupivacaine into all trocar wound sites. At the conclusion of the surgery Mrs Smith was administered glycopyrrolate and neostigmine to antagonize the residual neuromuscular blockage and pain relief was given via fentanyl pain protocol. After induction of anaesthesia Mrs Smith was positioned in the reverse Trendelenberg with the right side of the table elevated. Abdominal insufflation was achieved with CO2 and intra-abdominal pressure was maintained at approximately 13 mm Hg (Gupta et al., 2007; Shora et al., 2008; Tsimoyiannis et al., 2009). Intra operative monitoring included electroencephalogram (EEG), pulse oximetry, blood pressure and heart rate via arterial line, and temperature (MacKay, Sleigh, Voss Barnard, 2010; Shora et al., 2008) One clinical issue related to Mrs Smiths perioperative care is strategies to avoid wrong-site surgery. Safe surgery is a world-wide recognised issue (WHO, 2009). Healthcare and surgical care provision encompass such a degree of variation and complexity that it involves an increased risk of errors (Weiser et al., 2010). These increased risks are due to multifaceted issues of human error where there is a breakdown in communication or processes (Brady, 2009). The WHO Surgical Safety Checklist is designed to enhance both communication and teamwork and to safeguard that healthcare professionals deliver evidence based patient care (Anderson 2009). The surgical safety checklist identifies three phases of an operation; the sign in time out and sign out. Each point corresponds to a specific period in the normal flow of work. A checklist coordinator, usually the circulating nurse, ensures that the surgical team has completed the listed tasks before continuing onto the next phase (WHO, 2008) The sign in period is before the induction of anaesthesia (WHO, 2008). This is where the patient confirms to operating room staff, their identity, type and site of operation (in their own words), and confirms their approval for the procedure by acknowledging their signature on the consent form. The anaesthesia safety check is also completed within this phase. This check asks questions relating to allergies, make-up or nail polish, dentures or prosthesis, time bladder last emptied and the time that the last food and fluid where consumed. It likewise checks identification band, and whether the operative site has been marked by doctor (Queensland Health, 2011). The sign in phase allows for the checklist to not merely be a to do list. It ensures that important safety identifiers have been checked and collated correctly (Karl, 2009). It permits a logical and systematic approach aligning with the organizations values, highlighting patient safety and recognising individual roles in ensuring patient safety within the multidisciplinary partnership. This phase also emphasises an institutions regulatory requirements that essentially improves patient care (Conley et al, 2011). The second phase is the time out. This occurs before skin incision (WHO, 2008). Operating staff actively confirm differing team members roles. The surgeon, anaesthesia professional and nurse verbally confirm the patient, type and site of the operation to be performed and visually check for a valid consent. For the nursing team it is also a time to review sterility and equipment (WHO, 2008). Brady (2009) reports that wrong site surgery is the second highest among all sentinel events recorded. He attributes faulty communication and organizational culture as factors contributing to sentinel events and endorses strategies such as surgical safety checklists, that increase the effectiveness of team functioning. The third phase of sign out is initiated before the patient leaves the operating room (WHO, 2008). The checklist coordinator confirms with the team the name of the procedure recorded, that the surgical count is correct, the specimen is labelled accurately and if there were any equipment problems needing to be addressed (WHO, 2008). This period again emphasises improved communication among surgical team members and thus quality of care (WHO, 2012). According to Kao and Thomas (2008, as cited in Jones, 2011) surgical errors such as wrong site surgery can be attributed to individuals as opposed to one individual. By this constant communication and clarification at certain time periods throughout an operation demonstrates improved communication where potential risks where minimised (Jones, 2011). Jones (2011) also claims that with the WHO checklist, interaction between team members have improved and potential risks minimised. Surgical safety checklists not only improve communication and teamwork, but also improve understanding of each others roles (Bell, 2010). This strategy can achieve massive reductions in complications and studies indicate that a checklist works because it is more than just a tick sheet. With the effective adoption it generally requires local system changes and a commitment to teamwork for safety (WHO, 2012). Checklists are acknowledged as an organised system for a safe ending to a task. Research has suggested that at least half of all surgical errors are avoidable (Weiser et al (2010). If used properly the WHO Surgical Safety Checklist, through effective teamwork and communication will result in the right patient, having the right procedure, at the right time in the right area (Donaldson 2008). Sherwinter, D. A. (2011). Laparoscopic Cholecystectomy. Retrieved from http://emedicine.medscape.com/article/1582292-overview Queensland Health (2011). Perioperative Patient Record. Retrieved from http://www.health.qld.gov.au/psq/pathways/docs/pre-op-check-a3-11.pdf

Technological Diversification of College Students Essay -- Technology

Technological Diversification of College Students Writing takes on many faces, from personal stories to make believe places. College writing however, has a completely different designation. Furthermore, computer intensive college writing looks further into the depths of writing, focusing on technology and the writers behind the computer screens. With the unbound horizons of technology, students are exposed to a vast amount of culture, much more than the traditional pen and paper courses. Computer intensive college writing courses teardown roadblocks, allowing students to become aware of surrounding cultures, therefore diversifying their minds while exposing them to the current technology. Exposure to technology is key not only to succeed in a computer intensive college writing class, but also to succeed in the future. Technology has become more prevalent in today's society. From cell phones in purses, to email stations located all around college campuses. Technology is cropping up in business and industry; those without the skills to be able to interface with technology are pushed aside. As Kathy Camper wrote in her article "A Note from the Future," published in Wired magazine, "How do you think, see a system analysis job and I don't even no enough numbers to punch in and get inside the door" (Camper). This excerpt from Camper's article displays a prime example of a person who is shunned outside because lack of technological skills. Computers are the gateway to diversity, opening the doors to worlds thousands of miles away. These gateways allow students to understand and respect opinions not originally of their own. Maxine Hairston, a professor of rhetoric and composition at the University of Texas, holds views of how... ...hink, to generate ideas, and to present themselves effectively to the university and the community" (Hairston). Not only will the ideas learned by the students help them succeed in other courses, but also it will carry on with them into the future. From advancements in technology to the idea of cultural acceptance, college writing class is the starting point of creating diversified thinking and problem solving. Works Cited Camper, Kathy. "A Note from the Future." Wired. January 1995. http://www.wired.com/wired/archive/3.01/camper.if.html. Calice, Corrine, Marshall Kitchens, and Richard Marback. "An Introduction to Reading, Thinking, and Writing in a Digital World." Writing Cultures in a Digital Age. Boston: Houghton-Mifflin, 2001. Hairston, Maxine. "Diversity, Ideology, and Teaching Writing." College Compostion and Communication. May 1992: 179-195.

Ferrari Case Study

ENZO FERRARI The Making of the Motor Racing and Sport Cars Knowledge Cluster Case study of an inspired leader Piero Formica Taking its place to support the others The complete consort dancing together. Eliot (1970) ‘Little Gidding’ in the Four Quartets In 2002 Ferrari was awarded as the most respected Italian company in the world, according to a survey of more than 1000 top managers in twenty countries across the globe. Ferrari’s legend extends well beyond the automotive world and motor racing and sports-car industry, to reach the broader business community as well as the general public.The legend has been built around the efforts and determination of his founder and mentor, Enzo Ferrari. There is an untold part of the outstanding legacy that Enzo Ferrari left behind him. This is the invaluable contribution he made to the creation of a knowledge cluster in the motor racing and sports car industry. It deserves to be observed that the making of the Ferrari’s knowledge cluster bears much relation to the combined influence of different personalities, all strong and extremely demanding, who, to a greater or lesser extent, shared: Extraordinary ingenuity and sensibility along with a way to face work with humility. †¢ Strong conviction and stubborn determination with which they pursued their objectives. †¢ Awareness of their worth, having started from scratch and knowing that results are obtained with struggle and diligence, not by chance or shortcuts. On top of these traits there was the Ferrari’s anticonformist posture. He was someone who thought for himself. His innovative daring made appealing to him to deal with young men endowed with freshness and imagination. . 1898-1917: On-the-field knowledge and training Since the very early days of his education Ferrari was driven by the tacit knowledge embedded in the field of the father’s experience as a rural metal worker. His father's company, a small foundry, made shed s and gangways for the railroads in Italy. Ferrari was never interested in school. He had aspirations. One of these was to be a race car driver. Ferraris’ on-the-field education produced the cultural space which enabled, nourished and thrived formal education and training in sports-car.The case of Ferrari Owners Club Florida Region – Drivers Education The school is recommended for anyone without significant track experience or not completely familiar with the track, those who have never attended a formal driving school and anyone wishing to simply become a better driver. A morning and after lunch classroom session combined with individual instruction and ample track time will greatly enhance comfort level at speed. Diploma will memorialize accomplishment as a Florida Region Driving School graduate. All drivers will participate in one of three groups:The beginning group is designated for drivers with little or no track experience, who simply wishing to drive on the trac k and enjoy their cars at a very controlled speed. The touring group is intended to allow enjoyment of your car at speeds greater than allowed on public roads. The sport group requires a full FIA rated fire suit including shoes, socks, and gloves. No passengers are allowed. A club approved driving instructor may ride in the car with permission of the track steward. Speeds are not limited but must be well within the capability of the driver and the car.The club reserves the right to determine, at the track, the appropriate run group for any participant. This decision will be based on prior training, experience and demonstrated skills. The track steward's decision will be Final and reflect a concern for the drivers safety as well as the safety of others. 2. At the end of the First World War Building informal and personal relationships, and from the know-nothing land ascending the steep slope of the â€Å"Motor Racing Industry† hill of knowledge Aged barely 20, Ferrari spent muc h of his time frequenting the Bar de Nord on Turin's Ports Nuova, getting to know people and making connections.He aimed at creating trust, fashion, roles, and maximising the joint product of personal relationships within his small groups of peers, interacting informally out of the shop floor. Sharing and learning in the cafe, even playing cards rather than playing by business cards in the meetings: this was a common trait to the founders – in most cases, blue collars and technicians – of small companies in Italy. Ferrari got a job with CMN, a fledgling carmaker which concentrated on converting commercial vehicles left over from the war. His duties included test driving which he did in between delivering chassis to the coach builder.Through this association he got the chance to start racing himself at a time when drivers were far from the celebrity figures they would subsequently become (ironically) under the patronage of team owners like Enzo Ferrari. In 1920 he finis hed second at the wheel of an Alfa Romeo in Targa Florio. Although Ferrari was a good racer, his talent was in the direction of organisation and handling of small details. 3. 1920s 3. 1 Creation of the Ferrari’s community of knowledge practice[1] Throughout the 1920's Ferrari spent a lot of time judiciously massaging his commercial and engineering connections.He also began surrounding himself with a loyal cabal of close collaborators, including Gioacchino Colombo – the man who would eventually design the first Ferrari car after masterminding the Alpha 158s under Ferrari's patronage – and former Fiat technician Luigi Bazzi, a man who would survive into the 1960's as possibly Enzo's longest-standing lieutenant, having originally joined him in 1923. Bazzi had joined Alfa Romeo as long ago as 1922 after a spell in Fiat's experimental department, and would later become tagged as the man who conceived the fearsome twin-engined Alfa Romeo ‘Bimotore' in the 1930's . . 2 Team building by an autocatalytic process: Transforming personal knowledge into organisational knowledge Ferrari ‘made’ Bazzi and Bazzi ‘made’ Ferrari. Not only Bazzi was a valued technical guiding hand, but also his long association with Enzo Ferrari enabled him to help smooth over the differences of opinion and temperamental problems which made working with his boss an increasingly unpredictable, sometimes tempestuous, challenge in later years. Through dialogue and discussion cognitive conflicts and disagreement were raised, which questioned the existing premises.This made possible the transformation of personal knowledge into organisational knowledge. During the time with Alpha Romeo, Bazzi was also responsible for tempting the highly respected engineer Vittorio Jano to leave Fiat to join the rival firm. Bazzi, who had also worked with Fiat, was at least partly responsible for persuading Ferrari that Jano was the right man for the job. Within month s of joining Alfa, the ex-Fiat man was putting the finishing touches to the historic supercharged 2-litre P2, which made its competition debut in 1924. 3. 3 Creative creation by unexpected events: The origin of the Prancing Horse logo 7th June 1923: a sequence of events gave rise to what is unquestionably regarded as one of the most widely identified logos used by any car maker in history. That day Ferrari won the first Savio circuit, which was run in Ravenna, Italy. After the event, a man elbowed his way through to the front of the excited crush immediately surrounding Ferrari and shook the winner warmly by the hand. It turned out that this was the father of Francesco Baracca, the legendary First World War Italian fighter ace who shot down no fewer than 35 enemy planes during the conflict.Baracca's squadron had sported a shield in the centre of which was a prancing horse. Subsequently Ferrari met Francesco Baracca’s mother, Countess Paolina. One day she said to him, â€Å"F errari, why don't you put my son's prancing horse on your cars; it would bring you luck. † Thus was born the famous ‘Prancing Horse' logo. The horse was black and has remained so. Ferrari added the canary yellow background because it is the colour of his town, Modena. 4. 1930s-1940s Clarity of vision and ambitious goals at the heart of Ferrari’s visionOver the 1930s Scuderia Ferrari was a small, autonomous division of the Alpha Romeo Company. At the heart of Ferrari's disagreement with Alfa Romeo was the Milanese company's intention to re-enter motor racing under it's own name in 1938, the Alfa Corse organisation absorbing the Scuderia Ferrari operation and transferring the Tipo 158 development – which was essentially a Ferrari design and concept – back to Milan. Enzo Ferrari clearly felt affronted by this challenge to his own personal domain. His ego urged him to go his own way. Ferrari abandoned the existing patterns and practices.He did something when people said it is crazy to do it. 5. The origin of knowledge pools and a knowledge cluster of motor racing entrepreneurs: long-standing rivalry and co-operation Interpersonal collaboration across multiple boundaries – across cultures, functions, rivalries, geography – featured in a mix of rivalry and co-operation between motor racing entrepreneurs. Which gave birth, first, to knowledge pools and, then, to a knowledge cluster[2]: The springboards for innovation through collaboration, rivalry and creative imitation.In a personality-driven context, the key players were ‘strong heart’ individualists endowed with a hedgehog-minded[3] personality, who relate everything to a single central vision and focus maniacally on executing it. By raising rivalry but also building relationships among people, they made changes happened beyond the conventional wisdom horizon. 5. 1 The healthy rivalry Bitter rivals to fellow Modena racing entrepreneur Enzo Ferrari were th e Maserati brothers, the founders of Maserati in Bologna, Italy in 1914.The Trident trademark that still identifies Maserati cars today was designed by Mario, the artist among the Maserati brothers, who drew his inspiration from the Giambologna statue of Neptune in Bologna's main town square. Sold the company to the Orsi family of Modena just before the Second World War, the firm was then moved to Modena where it is still based today. The brothers remained as technical collaborators for 10 years until 1948. In 1947, Enzo Ferrari founded the company that bears his name in Maranello, a few kilometres south of Maserati.This marks the beginning of their long-standing rivalry. Enzo Ferrari and Maserati brothers felt themselves reciprocally free when kept apart from one another in creating a new tier of intra-domain business in the motor racing and sports-car industry. The challenge, which displayed itself in constant new models with original technical solutions, developed along the roads where Maserati could construct a series of excellent versions in terms of performance but less extreme and aggressive than Ferrari.Customers started to make their choices known: they were looking for a flexible and refined automobile, opting for the more conservative colours of the Maserati and for the increased on-board comfort and liveability which Ferrari had neglected in favour of sporty essentials. Yet, the same forces that kept apart the founding fathers later on bound up the inheritors and successors. Once involved in relationships with one another, they were no longer free: They were part of the inexorable stream. Today Ferrari owns Maserati and together they form a specialised ndustrial group that is unique in the world. The two makes compete in complementary market sectors with cars that have different characteristics. While Ferrari offers compact two-door coupe and spiders for street use, which find their origins of design in the advanced laboratory of Formula 1, Maserat i works in a different way. Maseratis, with equal technology to Ferrari, offer performance that is less extreme and a level of comfort and everyday usefulness that allows it to stand out as an authentic grand touring vehicle of the highest level.Maserati and Ferrari have not lost the healthy rivalry of long ago. 5. 2 The golden handshake ‘The Adam Smith’s invisible hand of the market must be accompanied by an invisible hand shake’. Over the past five decades, Ferrari and Pininfarina have had the world's best-known and most influential association between an automotive manufacturer and a design house. Though Enzo Ferrari and Battista Pininfarina yearned to work with each other in the early 1950s, the road to international stardom was hesitant to start. †Ferrari was a man of very strong character,† Sergio Pininfarina recalls. Therefore, Mr. Ferrari was not coming to Farina in Turin, and my father was not going to visit him in Modena, which was approxima tely 120-130 miles away. So they met halfway in Tortona. That fateful rendezvous would alter the world's automotive playing field. â€Å"Everything became extremely easy once they sat down at the table,† Pininfarina continues. â€Å"They never spoke about any type of price. Both were very enthusiastic, for each thought, ‘This will be great ‘ It was, ‘I will give you one chassis, and you will make one car. † The first steps were tentative, much like two outstanding dancers being paired for the first time. The initial effort yielded a handsome perfectly proportioned 212 Inter cabriolet that had its official public debut at 1952's Paris Auto Show. References Amidon, D. (2003), The Innovation SuperHighway, Butterworth-Heinemann, New York Berlin Isaiah (1953), The Hedgehog and the Fox, Simon & Schuster, New York, Crow, James, T. (1981), Ferrari's Early Years. Road & Track: 44 Forgacs, David and Robert, Lumley (1996), Italian Cultural Studies an Introductio n, Oxford University Press.Oxford Formica , Piero (2003), Industry and Knowledge Clusters: Principles, Practices, Policy, Tartu University Press: Chapter 2 Galt, Tony (1997) Lecture Italy, University of Wisconsin, Green Bay. Levin, Doron P. (1988), Enzo Ferrari, Builder of Racing Cars, is Dead at 90. New York Times, August 16. Section D23 Moritz, Charles (1968), Current Biography. 1968. New York: H W Wilson Company: 120- 122 Vorderman, Don (1980), The Man, The Myth, The Machine, Town & Country. February: 26, 30, and 34 Web sites Ferrari History http://www. thecollection. com/new/maserati/history. htmHistory of Ferrari in Formula One http://home. clara. net/nigelk/history. htm Interview with Sergio Pininfarina, Automobilia, Milano, 1997 http://www. pininfarina. it/eng/history/cooperation/ferrari2. html Nre, Doug, An Appreciation of Enzo Ferrari, in: Prova on-line Ferrari magazine Http://www. prova. com/ (look under â€Å"Editorials†) 51st Annual Pebble Beach concours d'eleganc e – 19 Agust 2001 http://www. pininfarina. it/eng/press/edition/14. html Ferrari Owners Club Florida Region – Drivers – Educationhttp://www. focfloridaregion. com/education. htm ———————– 1] A community of knowledge practice is a constituency of many different characters. This community helps to harness the creativity and promote cross-fertilization of ideas necessary for innovation (Formica 2003: Chapter 2; Amidon, 2003). The notion of communities of practice originated with John Seely Brown, the director of Xerox Corp. ’s Palo Alto Research Center (PARC). Brown suggested that â€Å"At the simplest level, they are a small group of people who’ve worked together over a period of time†¦ not a team, not a task force, not necessarily an authorized or identified group†¦They are peers in the execution of ‘real work’.What holds them together is a common sense of purpose and a r eal need to know what the other knows†. [2] Different communities of knowledge practice coalesce in a knowledge pool. Different knowledge pools form a knowledge cluster (Formica, 2003: Chapter 2). [3] â€Å"The Greek poet Archilochus says: ‘The fox knows many things, but the hedgehog knows one big thing’. The hedgehog’s vision is of one, of a single substance. The hedgehog is a monist† (Berlin, 1953).

Learning Styles and Strategies Essay

* Active learners tend to retain and understand information best by doing something active with it–discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. * â€Å"Let’s try it out and see how it works† is an active learner’s phrase; â€Å"Let’s think it through first† is the reflective learner’s response. * Active learners tend to like group work more than reflective learners, who prefer working alone. * Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners. Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done. How can active learners help themselves? If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it. How can reflective learners help themselves? If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don’t simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively. SENSING AND INTUITIVE LEARNERS * Sensing learners tend to like learning facts; intuitive learners often prefer discovering possibilities and relationships. * Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class. * Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations. * Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors. * Sensors don’t like courses that have no apparent connection to the real world; intuitors don’t like â€Å"plug-and-chug† courses that involve a lot of memorization and routine calculations. Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking. How can sensing learners help themselves? Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates. How can intuitive learners help themselves? Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don’t like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your results VISUAL AND VERBAL LEARNERS Visual learners remember best what they see–pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words–written and spoken explanations. Everyone learns more when information is presented both visually and verbally. In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners; this means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally. How can visual learners help themselves? If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color. How can verbal learners help themselves? Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates’ explanations and you learn even more when you do the explaining. SEQUENTIAL AND GLOBAL LEARNERS * Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly â€Å"getting it.† * Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it. Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects. How can sequential learners help themselves? Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be. How can global learners help themselves? If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering to explain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don’t lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.

Christian Ethics Problem Essay

1. What is the biblical basis for the Jubilee 2000’s call for the immediate canceling of the debts of all HIPCs? Answer: Leviticus 25:14 says â€Å"You shall not oppress one another.† The lending countries loaned money at interest rates in excess knowing that the HIPCs could not pay those debts off in the future, and that is a means of oppression. Leviticus 25:25-28 is where the name Jubilee comes from. Basically, it says that if a man is poor and needs money, he can sell his items. Either he can pay off the debt and get his items back, a family member can do this for him, or upon the year of Jubilee the items are returned to the original owner and the debt is forgiven. 2. What conditions do you believe should accompany debt relief to developing countries? Answer: Out of all the choices on pages 218-219 in the Stapleford text, I have chosen three conditions that I believe are most important (although I do believe all 9 of them should be used): a. Preferential option for the poor with respect to the spending of the funds saved. I believe that if you want someone to believe in you, you have to believe in yourself. It goes back to Chapter 1 in the Stapleford text when he spoke about an individual having self-interest (without excess). If a country wants to get better, it has to invest in its people- education, roads, utilities, healthcare, AIDS/Ebola/Malaria/other disease prevention and treatment, loans available to farmers and small business owners. b. The institution of social security systems. Cap military spending to avoid governments backing militias for political gain. No loans for countries persecuting any religious group. No spending the money going to war, instead investing it in long-term peace-keeping operations. c. Investment by developed countries in technology needed to foster developing-country development. This closely ties in with my first choice, but I want to combine another condition (institution and enforcement if environmental policies and regulations). The country should not only invest in its people but also in itself as a country. Using environmentally safer procedures will help preserve the natural resources of the developing country. At the same time, money should be invested in advancing  technologies to help its people. Schools should have technologies to bring their people up and close the gap between higher developing countries. Technologies to improve roads and utilities while also focusing on â€Å"Going Green.† And, of the highest importance to me, invest in medical research and technologies. I can only pray that I will live to see the discovery of the AIDS cure. 3. Why has the application of the World Bank’s Structural Adjustment policies been counter-productive in many developing countries? Answer: In some countries, the reduction of government spending had the same effect as restrictive fiscal policies which aggravated an already recessionary market. Less money in circulation increased unemployment and lowered aggregate demand. This also put upward pressure on interest rates, and low-income farmers and businesses could not rise to meet these new rates. Exports were cheaper, but prices were falling. Import costs rose, putting domestic producers in a position where new parts and technologies were harder to obtain. All of this increased the gap between the upper class and the poor.

Human Resource Management in its Environment Essay - 2

Human Resource Management in its Environment - Essay Example These are based on opposing views of human nature and managerial control strategies. Employers have been accepting a range of ‘soft’ and ‘hard’ people-centered practices associated with human resource management (Cunningham & Hyman, 1999). HRM can thus be interpreted as a ‘soft’, developmental humanist approach or a ‘hard’, situational contingent approach (Kane, Crawford & Grant, 1999). Storey distinguishes between hard and soft forms of HRM, typified by the Michigan and Harvard models respectively (HRM Guide, 1997). The Harvard model of HRM or hard HRM by Beer et al focuses on the resource side of human resources and the control lies in the hands of the management. It is quantitative and costs are calculated in the form of headcount. In this approach, contend Truss et al, the human resource practices and policies are closely related to the strategic objectives of the organization (external fit) but are also coherent among themselves (internal fit). The soft model proposed by the Michigan School is a strategic approach and endorses management’s views (Gill, 1999). The soft HRM thus deals with the ‘human’ aspect of HRM and is concerned with communication and motivation. It deals with the utilization of individual talents and McGregor’s Theory Y perspective on individuals, which means developmental humanism (Truss et al). This is based on the assumption that people should be led rather than managed. This implies that people should be so motivated that commitment springs from within. The behavior becomes self-regulated rather than be controlled or imposed. Hence people do not work under external pressures and there is an environment of mutual trust within the organization. Soft HRM is also associated with goals of flexibility and adaptability where communication plays a great role. The soft version assumes that employees will work best when they are committed to the organization. They would not

SATURATION ANALYSIS OF D2 DOPAMINE RECEPTORS EXPRESSES IN RECOMBINANT Essay

SATURATION ANALYSIS OF D2 DOPAMINE RECEPTORS EXPRESSES IN RECOMBINANT CHO CELLS - Essay Example The experiment was successful in the sense that the inhibition constant for [3H]-spiperone at around 0.5 nM corresponded with that quoted in literature available on the subject. The experiment demonstrated that [3H]-spiperone is a very efficacious antagonist of dopaminergic activity in specific relation to receptor subtypes with very specific inhibition capabilities and very low inhibition constant. This may later prove valuable to drug development against disorders like schizophrenia that is caused by excessive dopaminergic activity. The variations in physiologic actions of dopamine are mediated by at least five distinct G protein coupled receptor types (Missale, C., et al, 1998). Kebabian and Calne (1979) distinguished two dopamine receptor types - and - that can be differentiated ‘pharmacologically, biologically, physiologically and by their anatomical distribution’ (Civelli, O., 2000). Since the analysis is on receptors only they are being discussed here. Subsequent cloning of receptors revealed that they belonged to the supergene family of the G-protein coupled receptors (Civelli, O., 2000). The three subtypes belonging to the -like sub-family are the, and ones that inhibit adenylyl cyclase and activate channels (Missale, C., et al, 1998). The genetic structure of the and vary by tissue types and species’ through alternative splicing. The subtype is highly polymorphic. Since the analysis is on receptor activity on recombinant CHO (Chinese hamster ovary) cells it is necessary to point out that-like receptor activity in the peripheral regions is evident mostly in the kidney, vasculature and pituitary where they affect sodium homeostasis, vascular tone and hormone secretion (Missale, C., et al, 1998). More specifically the analysis of the gene structure of the subtype reveals that there are six introns in the receptor-coding region. This generates two main variants – the (short) and (long) receptors – in turn