Short paper-Communication Skills in the Practice of Medicine Essay

Short paper-Communication Skills in the Practice of Medicine - Essay Example The ability to communicate effectively has an implication in patient care. Some medical organizations has determined that the most frequent reason for complaints among patients against physicians is poor communication. Thereby, certain community groups have identified communication skills as essential component in medical practice and medical training. In order to provide a systematic approach and continuity to effective communication. The following information are recommended: 2. Case Models through Independent Community Based Inputs: Case presentations and teaching models should be critically examined to rule our unrecognized personal, cultural and professional biases and barriers. There are so many factors and skills that a medical professional and a patient can use to communicate with each other. One thing that a patient is looking at to most doctors is the trust they can acquire through effective explanation of all procedures and the trust they could get from the nurses on how effective they could deliver the health care services necessary for them to feel good from any diseases. Effective communication involves continuous process between doctors and doctors; doctors and nurses; doctors and patients; patients and nurses. Set skills are essential in order to implement it with confidence. Normally, the process starts with interviewing the patient by introducing self (doctor) and by simply doing an interactive line of questioning to the patient and assessment of the nature of complaint. At times, doctors can depend on facilitation movements specially for patients whos language is not the doctors language but the danger of merely relying on facilitation could be detrimental as this may cause incorrect diagnosis. Facilitations are done through eye contact, posture, gesture or even silence. Doctor to doctor communication varies from one another depending on the nature of the patients disease.

California's History of Segregated Education Essay

California's History of Segregated Education - Essay Example Plessy v. Ferguson (1896) was one of the courts’ rulings, which permitted legal segregation for approximately 60 years. Some people were against, any form of, segregation. For instance, Gonzalo Mendez and other Latino parents filed a case (in 1945) to end segregations, in California’ public schools. The case filed was known as Mendez v. Westminster (1946). They argued that it was wrong to separate students into different schools, simply because they were of different races (Latino or Mexican). The judgement, on this case, was in favour of Mendez: even though the schools’ lawyers argued that the students were segregated because they spoke a foreign language. The court ruled that according to the 14th Amendment, all students had the right to access equal education. Following this ruling, it was unconstitutional to segregate students, on the basis of their national originality. Mendez case, however, was never appealed to the United State Supreme Court. The Brown v. the Education (1954), case also aimed at ending segregations, in California. It ruled that education was to be given to all, on equal terms. The ruling on the Brown case, however, faced some challenges. For instance, the Southern states defied the ruling, while some White Community prevented the NAACP from enrolling Africa-America students, in Central High School (Caplow 305). These three cases were related in that the Mendez case laid the foundation of the Brown case, while the Brown case brought about the reversal of the Plessy (1896) case, in 1954. Both the Mendez and Brown cases also DEJURE segregations of public schools (Ritzer 180). Segregations between the Latino and Mexican America resulted to poor Mexican schools. There were less-experienced teachers, in the Mexican schools than in the Anglo schools. The Mexican students were given less educational materials than the Anglo students (Ritzer 234). In fact, the Mexican students were taught in crowded classrooms, while the Angl o students were taught in spacious classrooms. The segregation was also evident in their curriculum, which was carried out, in the Anglo, and Mexican schools. The Anglo students were taught geometry and biology, while the Mexican students were taught industrial skills and domestic chores (Dundjerski 352). In addition, most of the Anglo teachers discouraged the Mexican students from advancing beyond the eighth grade. Indeed, the Mexican curriculum was of low quality such that the students could not get, any prominent job, after they were through with their classes. The education, which the Mexican got, would only get them cheap jobs in the prospering agriculture communities of California. This segregation, therefore, could not allow the Mexican students to get advanced education; if they got advanced education, then they would not accept farm labor. Segregation between Latino and Mexican America resulted into the discrimination of Mexicans. Mexicans were not allowed in most of the pa rks, dance halls, eateries, hotels, stores, and barbershops. They also had less access to public swimming pool; they were only allowed to swim for one day, weekly (Dundjerski 203). In addition, the swimming pool was cleaned and drained, immediately after the Mexican-America had swum. The Mexican Americas were, also, not spared in the restaurants; they were only served after all the white customers had been served. Today segregation is still evident, in some parts of California. For instances, those schools that are located in

Sport Psychology Case Study

Sport Psychology Case Study DOING SPORT PSYCHOLOGY1 INTRODUCTION Performing optimally on any level is daunting, but when your next paycheque depends on your performance, it adds a whole new dimension to the stress and challenges faced. By adopting more effective ways and tools to deal with these obstacles, these athletes are able to overcome these challenges and perform at their best. SECTION A – Initial contact with athlete At the beginning of January I walked into the Dojo, ready to start a new year of training, and saw a new face, sweating it out in the cage. Roeloff â€Å"the Wolf† Scheepers, Professional EFC Fighter, had joined our Dojo. Roeloff is 28 years old and has been training in various forms of Martial Arts since he was in primary school. Roeloff relocated to Mossel Bay in December 2013 from Rustenburg, where he trained with Teammendes for about four years. After school he joined the South African Air Force and served in Iraq with the United States Marine Corp from 2005 to 2006. A few years ago he lost his job and had to take on professional fights in order to try make a living. Our Dojo has a lot of students and many different classes running simultaneously, and with him training for EFC 30, and me training and instructing it was quite a while before I had a chance to strike up a conversation with him. I had heard via the grapevine that he had suffered a bad loss last year due to injury, so I used this to strike up a conversation with him one night while he was taking a break. We became fast friends, and often discuss the ups and downs and challenges of fighting professionally. Roeloff had a very hectic training schedule so he was at the Dojo at least 6 days a week, morning and night. I instruct on a Monday and Wednesday, and train Mondays to Thursdays, so I was able to chat to him at least 4 days a week. Our interactions and conversations were very casual, usually before, during and after training. As we trained under the same instructor and in the same Dojo I had plenty of opportunities to observe him training. I was also privileged enough to go to Cape Town to watch him fight at EFC 30 in June. I found Roeloff very open and eager to chat to me about his training and challenges. He is always looking for ways to learn more and improve on his existing techniques and training and was eager to hear if I had any advice for him. One of the biggest challenges faced by professional MMA fighters is the mental aspect of the training. The physical side of fight preparation is brutal, and if you are not mentally strong, the training can easily get the better of you. When training for a fight, cutting weight, incessant sparring, rolling, weight training and cross-fit training can really work a number on you mentally and physically. Roeloff maintains that if you are not mentally prepared and strong enough you will not make it. One of his biggest challenges was the weight cut. Professional fighters get paid per fight, R5000 for a loss and R10000 for a win. If at the weigh in, a fighter does not make weight, his opponent has the choice of whether to fight him or not. If the opponent chooses to continue with the fight, the fighter that did not make weight has to pay his opponent 75% of his fight purse, win or lose. Because of this, some fighters go to extreme measures to cut their weight, and there is such a fine balance between healthy methods that enhance energy and performance, and unhealthy methods that can totally sabotage the fighter. It is also very tough being on such a strict diet while your friends can eat as they please. It takes a huge amount of self-control and discipline to stick to the eating plan, and sometimes Roeloff lacks this self-control when he is not being monitored closely. He also has the tendency to get despondent when he feels he is not performing up to standard. He sets high standa rds for himself, and he trains and fights for his Dojo†¦Ã¢â‚¬ ¦his instructor and fellow students†¦Ã¢â‚¬ ¦.and he does not want to disappoint us. So he puts a lot of pressure on himself. I really enjoyed this stage of the process. Getting to know Roeloff and observing him was very interesting, and I have made another good friend as a result of it. It was very informative and a great learning curve, and allowed me to look at fighting from a different perspective. SECTION B – Literature review I did a search through various literature on enhancing performance by setting goals in order to give Roeloff some advice. Most of the studies that have been done over the years regarding goal setting and performance have been in the industrial context. It is only in the last 20 years or so that studies have been done on the relationship between goal setting and performance in sports and these studies have shown a positive correlation between goal setting and performance in sports. Goal setting is important otherwise the athlete will not know what he is working towards. This can be demotivating in itself. Goal setting theory is based on what Aristotle called â€Å"final causality† (Locke, E.A., 1996). According to Locke (1996) there are internal and external aspects to goals. Internally they are ideas, while externally they refer to the object or condition sought, therefore the idea guides the action to attain the object. In a study conducted with 5 rugby players, Hanton et al (2006) found that goal setting was effective in improving the rugby player’s performance. Smith Ward (2006) found that after Football players had set goals they performed better than they did during their baseline testing. In a study conducted by Weinberg, Bruya, Longino and Jackson (1988) they found that the group of athletes that were given specific goals performed better than the group that was told to â€Å"do their best†. Specific goals facilitate behaviour change more effectively than general non-specific, â€Å"do your best† goals do. By setting specific explicit goals, the athlete knows exactly what is expected of them and what they want to achieve. This is what I believe Roeloff needs in order to deal more effectively with the challenge of trying to cut weight. Goals should also be difficult but not unrealistic. Often for a professional fighter, the amount of weight they have to lose may seem to be impossible. Due to this impossible amount of weight to be cut, the fighter might even start believing it is impossible even before he starts his eating program, causing him to lose motivation before he even starts. This is counterproductive for any athlete trying to achieve a particular goal. It is argued by Locke (1990) that if goals are to difficult and result in failure, the athlete will lose motivation which in turn will lead to a decrease in performance, therefore goals need to be attainable and not too difficult. SECTION C – Intervention After I had gotten to know Roeloff a bit better, I spoke to him about my assignment and studies, and that I would like to observe him and could maybe offer some advice for him to try out. He was very eager for any feedback that could help him in any way. He also feels that I would maybe see things from a different perspective than him or our instructor that could be helpful. As we both spent a lot of time at the Dojo I got plenty of opportunity to observe him while training. We often socialise outside the Dojo, so I got to know him on a personal level. I often found that just by watching and listening, I gleaned a lot of information about how he thinks and feels, and what challenges he faces. One of his biggest issues is rigidly sticking to the eating plan set up by his nutritionist for his required weight cut. Cutting weight is a long hard process that can go on for months. It is easy to lose sight of the reason for the diet, so I suggested to Roeloff that maybe he should focus on his goals and goal setting. According to Locke and Latham (2002), a goal is â€Å"an objective or aim of action defined as attaining a specific standard of proficiency on a task, usually within a specified time limit†. McClements (1982) has made a distinction between different types of goals, namely subjective, general objective and specific goals. Evidence suggests that certain types of goals are more useful in changing behaviour than other types of goals. Studies have also shown that explicit goals are more effective than general ‘do your best’ goals. Roeloff’s subjective goal is to do his best, his general objective goal win his fight and his specific goal was to make a specific weight by a specific date and to win with a knock out. Roeloff’s fight preparation started in earnest about 6-8 months before his scheduled fight. This is a long time to stay focused on your main goal. I suggested to Roeloff that maybe he can set himself smaller, specific, explicit goals that will lead to his main goals. Some sports psychologists (Bell, 1983; Carron, 1984; Gould, 1983; Harris Harris, 1984; O’Block Evans, 1984) emphasise that setting more immediate short-range goals is important. In their meta-analysis Kyllo Landers (1995) showed the superiority of combining short- and long-term goals. Recent research has also revealed that both short- and long-range goals are needed to maintain motivation and performance (Weinberg, Butt Knight, 2001) By setting short-range goals, Roeloff will be able to see immediate improvement and this should enhance his motivation. By setting smaller weight cutting milestones, he will be able to see what he has done so far, and that he has achieved his short-range goal, and motivate him to make the next milestone or goal, and not lose sight of his main goal, making weight at the EFC weight in. My interactions with Roeloff have always been in the form of casual conversations. On one particular Wednesday Roeloff and I had just finished instructing the juniors and were discussing the class when we got on the topic of his upcoming fight. I mentioned that I had been thinking about his biggest obstacle and suggested to him that he set himself smaller goals, which in turn will help him achieve his main goal. Roeloff was very responsive to my suggestions and was eager to try it out. I found it was easy to approach Roeloff with my observations and ideas and he is always open to someone else’s ideas and views. SECTION D – Feedback A few months after giving Roeloff my suggestions he came to me one night and said that he had done a little research of his own about my suggestions. He decided to give it a shot and see what happens. After all, he had nothing to lose. He set himself smaller goals that would ultimately tie in and lead to his long term goal, and while keeping his eye on the main goal, focused mostly on his short-range goals. He found that it worked well for him. He found it easier to stay more focused, and managed to resist more temptation in the process, and sticking to his eating plan more strictly. By doing this, his weight loss was better, and he felt more motivated, and gained a little more self-confidence in his ability to achieve his goals. By being able to stick to his short-range goals, he felt far more positive about achieving his long-range goal. Roeloff said that this is something he will be implementing on a regular basis. It helps him define his goals better and have a clearer picture of what he needs to do in order to achieve what he sets out to do. SECTION E – Overall reflection I have really enjoyed this project and the subject as a whole. I feel that I am very blessed in the fact that I train at Tiger Kai. My head instructor is friends with many professional fighters as well as some of the top trainers in the country, and this has given me the opportunity to get to know so many fine athletes. And I was very blessed to have Roeloff relocate to Tiger Kai and allow me to use him for my project. It was a great experience getting to work with a professional fighter on such a close level, and being given access behind the scenes of an event like EFC and the inner workings of a fighters fight camp. It has been an amazing learning experience and has deepened my interest in Sports Psychology. I have had no illusions about the mental and physical aspects of being a fighter (as I have done martial arts myself for 13 years now), but I now I have a deeper understanding of some of the aspects that are not quite so visible to others around the fighter, and how these can also affect a fighters performance. CONCLUSION There are many factors, both mental and physical, that affect the performance of athletes. An athlete faces many challenges, both physically and mentally, which need to be overcome in order to achieve their goal, which is to be the best at their chosen sport. Sometimes, these challenges may seem insurmountable to some athletes, but with the right type of assistance, these challenges and obstacles can be overcome. REFERENCES Locke, E.A. Latham, G.P. (1990). A theory of Goal Setting and Task Performance. Englewood Cliffs, N.J: Prentice-Hall Hanton, S., Melleliu, S.D. O’Brien, M. (2006). The effects of goal setting on rugby performance: Journal of Applied Behaviour Analysis, 39, 257-261. Smith, S.L. Ward, P. (2006). Behavioural interventions to improve performance in collegiate football. Journal of Applied Behaviour Analysis. 39, 385-391. Weinberg, R.S. (2003). Goal setting in Sport and Exercise: Results, Methodological issues and further directions for Research. Weinberg, R., Bruya, L., Longine. J. Jackson, A. (1988). Effect of Goal proaximity and specificity on endurance performance of primary-grade children. Journal of Sport and Exercise Psychology, 10, 81-91 Williams, J.M. (Ed.). (2009). Applied Sport Psychology: Personal growth to peak performance (6th ed.). New York: McGraw Hill.

Pros and Cons of Home Schooling Essay -- Education Classroom Learning

Pros and Cons of Home Schooling In 1999, the US Department of Education estimated there were 850,000 home schooled children across America. According to the National Home Education Research Institute, between 1.5-1.9 million children are now being home schooled in grades K-12. Why are so many parents taking their children’s education into their own hands? Most parents say it is necessary because they want their children to learn at their own pace. Others say it is for safety concerns or that they want to tailor their child’s education to suit his/her needs. Whatever the reason, it is a growing trend in America.(Walsh, Mary (2001). Human Events. (57)) Many companies now sell home schooling curricula for parents to buy. The religious sect has made home schooling publications available. These include: A Beta Books, Alpha Omega Publications Inc., and Bob Jones University Press, which is affiliated with Christian University in Greenville, S.C. There are home schooling publications for almost any subject or philosophy. One upside is that 40-50% of home schooling families spend less than $400 per year. However, there are many different sources of home schooling curriculum, some with outrageous prices. (Walsh, Mark (2002). Home School Enrollment Surge fuels ‘Cottage’ Industry. Education Week (21)) Parents choose to home school their children for a variety of reasons. Most home schooling parents agree that letting their children learn at their own pace is very beneficial. Another reason that parents like to home school is for convenience. Parents who telecommute to work can stay at home at teach their children while also working. Parents get to spend more time one on one with their child... ... parents may feel that these new teachers are not going to be as effective as teachers of the past. The teachers union has made tenure easier to achieve and this has resulted in many teachers being solidified in their positions, unwilling to change their teaching methods because of their secured job. Teachers in the public school system go on strike to demand increases in salaries and benefits. These problems are not faced in the home schooling atmosphere. Whatever side you take with the debate over home schooling one thing is clear. The number of home schooled children is increasing. This trend may persist until enough pressure is brought to bear in the public education system so that parents have faith in it again. There are undeniable advantages and disadvantages to both styles of learning. In the end the child’s best intentions should be the goal.

Manipulating Meaning Worksheet Essay

Part A: Twain’s Family Tree Use all the skills you have learned throughout this course to complete a close reading of the description you’ve chosen. Use context clues to make sense of things that are not clear at first. Pay attention to Twain’s tone and the humor devices he uses. 1. Which of Twain’s ancestors did you select? Charles Henry Twain 2. What is the ACTUAL story of that man’s life? Provide supporting evidence from the text. â€Å"lived during the latter part of the seventeenth century he converted sixteen thousand South Sea islanders, and taught them that a dog-tooth necklace and a pair of spectacles was not enough clothing to come to divine service in† He was very well liked by his flock of people. 3. What techniques does Twain use to create satire in the description you selected? Provide supporting evidence from the text. I think he used wit and humor, when naming it â€Å"twains demented family tree† Part B: Create Your Own Satire For this part of the assignment, you will appropriate Twain’s technique and write a burlesque of an event in your life or in the life of a celebrity. Remember, a burlesque plays on contradiction between a subject and the way it is treated. Twain used humor to describe serious, sometimes awful, events, but you can turn it around and present something fun or happy in a very serious way – the choice is yours. Requirements: Incorporate at least two humor devices Write a minimum of five sentences Paste your completed burlesque here: One time I was riding a very high powered four wheeler, Yamaha raptor 700rr. This bike topped out at about 95mph (no exaggeration) and I was going about  60-70mph down a dirt/rock road. When I needed to slow down I tapped the front brakes a little to hard and the bike stood up on its front two wheels, now in my head, rather than getting eaten by a 400lbs bike I decided to jump off to my right. I tumbled and tumbled lost my shoes and oddly enough ripped my shirt off (couldn’t even find it). Had road rash from head to toe and everywhere in between. Though I was very fortunate not to break anything I was not in the best condition. When I got home (after pushing the bike home) I tell my father what happened and he says â€Å"well that was smart, dumba$$!† to which I replied â€Å"it was definitely one of my smarter moves!† He then helped me get cleaned up, picked the rocks and gravel out of my wounds then spent the next 3 weeks in my bed. ;/ After you have written your burlesque, answer these reflection questions in complete sentences: 1. Factually describe the event you wrote about in your burlesque. I was to in experienced on a high experience bike. I’m far more experienced now (pro) I’m lying about the pro part, but definitely know how to ride 2. What humor devices did you incorporate? Why did you choose them? I used sarcasm; I used sarcasm because I am fluent in that particular literary device. I also used sarcasm because it’s a true story and that’s how it went, exactly. So I felt it was only appropriate.

Victor Frankenstein

Man (Victor) vs. God Half-frozen, trembling, and troubled are all adjectives that could describe Victor Frankenstein when a ship captain by the name of Robert Walton rescued him in the middle of the Artic. From dialogue between the two, we are informed that Victor Frankenstein has spent his entire life trying to learn everything he could about science and medicine. However, Victor used his knowledge differently than his professors had intended for him to.Written in 1816, Mary Shelley’s Frankenstein – is vivid portrayal of Victor Frankenstein and the â€Å"fiend† he creates. In the early stages of his education, Victor was interested in learning new and foreign things –concepts and ideas about life and death. Though as the story progresses, it becomes clear Victor becomes consumed with trying to â€Å"play† God by creating a new life. Frankenstein – tells the story of the age-old battle of Man vs. God. From childhood, Victor had the odd, but u nique, obsession of the concept of life and death.His interest in death first sparked when a carriage killed his dog, Bruno. Victor desperately wanted to change fate and bring Bruno back to life, but being young and without proper education, Victor did not know how to go about reviving the dog. During a thunderstorm the very next night, Victor witnessed the unmatched power of lightning and electricity when a tree was struck during the storm. He was amazed and astonished at how much destruction the electrical storm had caused – but the lighting was not the only thing that sparked that night.Something also sparked in Victor that night. He wondered if he too could also create something as beautiful as life. A few short weeks later, Victor’s mother became very ill after contracting the common illness of the time, scarlet fever. She died a few short weeks later. Victor was utterly devastated by his mother’s death and he longed for a way to bring her back to life. I f ell that Shelley uses instances, such as this one, to portray how we as humans are not only enthralled with power, but also with being powerful.I believe that the plot used by Mary Shelly, particularly with the death of Victor’s mother, illustrates how Victor wanted the same power God has – and ultimately tried to play the role of God by creating life. After arriving at the University in Ingolstadt, Victor’s enrolled in Science classes so he could learn everything there was to know about the human body and medicine. He would spend class time and stay up hours on end at nigh, continually reading his texts. But as Victor’s knowledge of the sciences grew, so did the ever-burning desire he had to create a new life.However, Victor would ignore his own warning given to his friend Walton, urging him to not follow his example, warning him, â€Å"Learn from me . . . how dangerous is the acquirement of knowledge, and how much happier that man is who believes his n ative town to be the world, than he who aspires to become greater than his nature will allow. † His notion that he could use what he had witnessed as a child to create a living creature, consumed his life so much that Victor would rarely leave his room.After he felt that he had learned enough to bring a body to life – he did. Ironically, during a storm, he is successful in his quest to possess that God-like power of giving life to the non-living. However, Victor is immediately repulsed, stating, â€Å"†¦the beauty of the dream vanished, and breathless horror and disgust filled my heart. † His life had become so consumed on bringing it to life, that he did not take the time to think of the consequences of his actions or his creation.Here, Shelley seems to argue that ignorance is bliss. After the creation of the fiend, Victor is so frightened that he spends the night in his courtyard, afraid to reenter his home. Saddened by the reaction of his creator upon ini tial sight of his creation, the fiend leaves Victor’s house while Victor is still in the courtyard. Victor lets be and does not search for the monster. We learn about the misfortunes of Victor’s family. The fiend, as revenge for Victor’s actions, murders several of Frankenstein’s family members.Everywhere the monster goes, he is faced with the realization that most people are frightened by just how he looks. Years of being an outcast of society leave the creature cold and spiteful. The creature explains his anger, saying, â€Å"There was non among the myriads of men that existed who would pity or assist me; and should I feel kindness towards my enemies? No: from that moment I declared everlasting war against the species, and, more than all, against him who had formed me and sent me forth to this insupportable misery. But pity can be felt as the monster describes the moment he learns that the most respected men in society have wealth and influence, he sta tes, â€Å"I possessed no money, no friends, no kind of property. † Shelley uses this quote to underscore the theme of man's cruelty and injustice. She also uses scenes like these to describe and depict how horrible the situation can end up being when humans try to play the role of God and attempt things that humans don’t have the full power or knowledge to do.In conclusion, it is more than safe to say that throughout the novel Victor Frankenstein was constantly consumed with learning new things about life and death, stating â€Å"Curiosity, earnest research to learn the hidden laws of nature, gladness akin to rapture, as they were unfolded to me, are among the earliest sensations I can remember. † That obsession lead to Victor’s attempt to assume the role of God. Victor’s quest for knowledge proves he is determined to do anything and everything that it takes to become more educated in the sciences – ultimately attempting and succeeding at g iving life to a human being.Unlike the majority of the people of his time, Victor did not believe that God is the only one who can create a life – he felt that he could do it as well. The outcome of his actions and – multiple deaths, a terrorized populace, a monster – is concrete proof that things such as the creation life should be left in the hands of the true creator†¦God. Mary Shelley used her novel to paint a vivid picture for the audience. The image illustrates that if we try playing God, it will likely end in disaster, just as it did in the case of Victor Frankenstein.