Intersexuality And Scripture Essays - Gender, Sex, Intersex

Intersexuality And Scripture Intersexuality and Scripture Sally Gross As a brute physical phenomenon, the bodiliness of people like us who are born intersexed challenges cherished assumptions about sex and gender made by many people within Western society. A variety of social institutions, including the dominant canons of medical practice and conceptions, much of the domain of the law itself, and some of the religious teachings which have loomed so large in the history of the West, tend strongly to support the notion that sex and gender is a dichotomy, and that any given human being is either deterninately and unequivocally male or determinately and unequivocally female. Congenitally intersexed physicality gives the lie to this dichotomous model of sex and gender. It is scant wonder, therefore, that fundamentalist Christians, who could be expected strongly to support the dichotomy which looms so large in the idealised model of the family, should feel threatened by the phenomenon of intersexuality and should seek to find religious arguments against it. It is not uncommon for Christian fundamentalists, faced with intersexuality as a brute fact, to adduce scriptural grounds for the condemnation of avowed intersexuality, at least, as ``unnatural'' and as something which is at odds with the will of God as expressed in the order of creation. This theological condemnation of lived intersexual identities also finds expression in unconditional support for surgical interventions, as early as possible, aimed at making the unacceptably ambiguous bodies of intersexed infants and children conform to the dichotomous model, in which there is no room whatsoever for ambiguity. This apparently religiously-motivated endorsement of surgery is insensitive to the fact that in most cases surgery is not necessitated by any real threat to the life or health of the infant, so that it is purely cosmetic in character. It is also insensitive to the fact that such aesthetically-driven surgical interventions frequently give rise to medical problems later in lif e, and can therefore be directly detrimental to the health of an otherwise flourishing intersexed person. Two Biblical proof-texts in particular tend to be cited as part of this rejection of intersexual identities and to show that intersexed bodies must be cut into conformity with the male/female dichotomy. The first of these texts is Genesis 1:27: ``So God created man [the Hebrew is ``Adam''] in his own image, in the image of God he created him; male and female he created them.'' This is claimed to show that human beings are, by virtue of the divine ordering of creating itself, either male and not female or female and not male, and that nothing intermediate or ambiguous is sanctioned. The second of these proof-texts is Numbers 5:3 which, in connexion with those who contract particular ritual defilements, commands that ``you shall put out both male and female''. Those who brandish this verse note that ``both male and female'' means everyone, and that this implies that there can be no-one who is not unambiguously male or unambiguously female. Both proof-texts, but particularly Genesis 1:27, are cited in defence of an absolute division between the sexes which will not tolerate anything in between. Let us therefore look at Genesis 1:27. I am not personally a Biblical literalist, and doubt that the two Biblical stories of creation (a priestly account, in Genesis 1:1 - 2:3, and what is called the Yahwist's account, in Genesis 2:4 - 2:24) were even intended to be taken literally. For all that, it is interesting to note that Genesis 1:27, the proof-text for Biblical literalists who wish to argue that hermaphroditism is somehow unnatural or unscriptural, is perhaps more ``herm-friendly'' than many Biblical literalists realise or than translations suggest; and there are early Jewish exegetical traditions which undermine its use as a scriptural rejection of intersex identity. Genesis 1:27 and Numbers 5:3 (which also has a section which the RSV translated as: ``both male and female'', used as synonymous with ``everyone'') have sometimes been thrown at me in order to argue that God created all human beings determinately male or determinately female with nothing in-between. It has been used, in my experience, to argue that a person like me does not satisfy the Biblical criterion of humanity, from which it was inferred that I am

Help Children Who Are Chronic Liars Tell the Truth

Help Children Who Are Chronic Liars Tell the Truth Special educators will undoubtedly meet and teach students who seem to have difficulty telling the truth. Some of them may blame others to avoid getting in trouble, while some children may embroider elaborate stories as a means to join conversations. For other children, chronic lying may be part of an emotional or behavioral disorder. Behaviors and Coping Mechanisms The child who exaggerates, tells lies, or distorts the truth does so for a variety of reasons. A behavioral (ABA)  approach will always focus on the function  of the behavior, which in this case, is the lying.  Behaviorists identify four basic functions for behavior: avoidance or escape, to acquire something they want, to get attention, or for power or control. The same is true of lying. Often, children have learned a specific set of coping mechanisms. These are learned to avoid bringing attention to the childs inability to perform academically. These coping mechanisms also may come from children being raised by families that have poor coping mechanisms, mental health issues, or addiction problems. Children That Have Difficulty Telling the Truth Avoidance or escape. Students will often lie to avoid or escape a task they dont want to do or to avoid consequences that come with not completing an assignment or homework. If a student comes from a punitive home or has only experienced school as a punitive environment, it is common for students to lie. They do this to avoid the kind of punishment or shaming they have experienced at home or in a general education classroom, such as a teacher screaming. Acquire something they want. Everyone sometimes  shades the truth to get something they want. Children from homes that cannot or will not provide coveted items often steal, and then lie, in order to get items they would not generally have access to. This may include bright pencils, erasers in fun shapes, or highly desirable toys or games, such as Pokemon cards.   Attention. Chronic lying often falls in this category, though what a child may exhibit is, in  fact, poor social skills and the desire to command the attention of other students. They may create elaborate or fantastical stories that have no basis in truth but are a response to something the teacher or another student has said. Whether the purpose is to get attention by making extraordinary claims (my uncle is a movie star), or fantasy (I went to Paris with my cousins), positive attention for real accomplishments will reinforce correct and truthful behavior.   Power. Students who feel powerless or out of control may use lying in order to control the teacher, his or her peers, or another significant adult. Students may want to get their classmates in trouble, sometimes breaking or ruining something in the classroom on purpose. Chronic or habitual liars rarely feel good about themselves. It is recommended to look for patterns in the childs lying. Consider if the lying only occurs at specific times or in specific situations. When one has identified the function or purpose of the behavior, they can plan appropriate interventions.   12 Interventions and Tips Always model telling the truth and avoiding little white lies.In small groups, role-play with students on the value of telling the truth. This will take time and some patience. Identify telling the truth as a classroom value.Role-play the potentially devastating consequences of lying.Do not accept excuses for lying, as lying is not acceptable.Children should understand the hurtful consequences of lying and whenever possible, they should apologize for lying.Logical consequences need to be in place for the child who lies.Children will lie to protect themselves from the punishment of scolding. Avoid scolding but maintain a calm demeanor. Thank children for telling the truth. Apply a lesser consequence for a student who takes responsibility for their actions.Do not punish students for accidents. Cleaning up or apologizing should be the most appropriate consequence.Children need to be part of the solution and consequences. Ask them what they are prepared to give or do as a result of the l ie. Teachers can explain to the child that what he or she did is the problem. Teachers should reinforce that its not the child, but what he or she did that is upsetting, and explain why the disappointment is there.Catch the chronic liar telling the truth and commend them.  Avoid lectures and quick, irrational threats.

How to Say What in Spanish

How to Say What in Spanish Perhaps you have seen the word what translated to Spanish in Spanish in various ways and wanted to know the differences in how they are used. Common ways of translating what include include  quà ©, cà ³mo, lo que, and cul. To know when to use the correct version of what, it is helpful to know how what is being used and how it functions as a part of speech. Key Takeaways: Using "What" in Spanish To translate what to Spanish, you need first to determine how it is being used in a sentence, for example as a pronoun or adjective.The most common translation of what is quà ©; the accent mark is mandatory.Cul is sometimes used for what when implying a choice. Quà © as 'What' Most of the time, especially in questions and exclamations, quà © is a good translation for what. Note the accent mark; quà © and que have substantially different uses and can be thought of as different words. Here are a few examples of how to say quà ©Ã‚  as what:  ¿Quà © hora es? (What time is it?) ¡Quà © mujer! (What a woman!) ¿Quà © es la verdad? (What is the truth?) ¿Quà © es la ONU? (What is the U.N.?) ¿Quà © pasa? (Whats happening?) Quà © is also used in indirect questions, in which a question is raised within a statement. This is is most common after forms of saber (to know): No sà © quà © hacer con mi vida. (I dont know what to do with my life.)Quiero saber quà © te preocupa. (I want to know what is bothering you.)El nià ±o sabe quà © es. (The boy knows what it is.)No me pregunta quà © hago aquà ­. (Dont ask me what Im doing.) Cul and Cuales for 'Which One(s)' As a pronoun, cul or cules is used to say what when it means which one or which ones. In other words, cul or cules suggests there is a choice of some sort.  ¿Cul prefieres? (What do you prefer? Which one do you prefer?) ¿Cules prefieres? (What do you prefer? Which ones do you prefer?) ¿Cul vas a comprar? (What are you going to buy? Which one are you going to buy?) Note how cul can be made plural even though what can be either singular or plural, depending on the context. Sometimes, cul is used as a pronoun where a choice of some sort is implied, even though which wouldnt work in English. Theres no clear rule on these, but as you learn the language the word choice will seem natural. Notice the difference between the phrases below:  ¿Cul es el problema? (What is the problem? Literally: Which is the problem? In other words, of the possible problems, which one is it?) ¿Cul es su motivacià ³n? (What is her motive? Literally: Which is her motive? Of the possible motivations, which one is it?) ¿Cul es la diferencia entre un asteroide y un cometa? (What is the difference between an asteroid and a comet? In other words, of the possible differences between an asteroid and comet, which one is it?) Quà © or Cul As an Adjective Meaning 'What' or 'Which' As an adjective that is before a noun to mean what or which,  quà ©Ã‚  is usually used, although cul is used in some regions or by some speakers. Quà © is almost always the safer choice; cul might be considered substandard in some areas. For example:  ¿Quà © manzana prefieres? (What/which apple do you prefer?) ¿Quà © camisas vas a comprar? (What/which shirts are you going to buy?Esta prueba tiene nueve preguntas para descubrir quà © fruta describe tu personalidad. (This quiz has nine questions for finding out what/which fruit describes your personality.) Lo Que Meaning 'That Which' Lo que can be translated as what when it means that which. This is especially common when what is the subject of a statement in English. Although it would sound awkward, what could be replaced by that which in these examples: Lo que me dijo es una mentira. (What she told me is a lie.)Lo que me enoja es su actitud hacia mi madre. (What makes me mad is his attitude toward my mother.)Veo lo que pasa. (I see what is happening.) Cà ³mo Meaning 'What' Cà ³mo is seldom used to mean what, except as an interjection expressing incredulity. In some areas,  ¿cà ³mo? is used to ask someone to say something over again, although in some other areas it can be considered mildly rude. Take a look at how these translations differ:  ¡Cà ³mo! No lo creo. (What! I dont believe it.) ¡Cà ³mo! No puede ser. (What! It cant be.) ¿Cà ³mo? (What? In other words, what did you say?)

Family Medical Leave Act Research Paper Example | Topics and Well Written Essays - 1250 words

Family Medical Leave Act - Research Paper Example The employees should meet the 1250 minimum working hours under their current positions, as well, to gain eligibility to have the leave. The law outlines the procedure for the acquisition of a leave under the act. An eligible qualified employee for the leave files a thirty-day advanced request for leave. The acceptance of the request filed by the employee depends on the employer’s receipt of the required documents for approval. There is a provision for eighteen days for the return of certification healthcare forms from a qualified healthcare provider. Non-compliance with the provisions outlined in the procedure amounts to non-approval of the request for the leave. At the end of the leave, the employee brings a notification, from the health provider, stating the position of the employee to return to duty. The notification shall provide, where need be, restrictions that the employee should consider in relation to the execution of duty. The notification submission is a day before the employee returns from the leave. The FMLA covers a number of categories of employers in various sectors. It covers employers who have fifty or more than that number of employees under their service. It covers state employers. Also covered in the act are local government employers. The later does not have any provision of the minimum number of employees (Alexander & Alexander, 2005). Under the law, there are provisions that allow employees to who is eligible to take work leaves. The employees’ right to take twelve weeks to leave should have its basis on the various reasons stipulated therein, within any period of twelve months. The circumstances, under which the break can be granted, include the birth of a child. An employee also has the right to a work break within twelve months period to take care of a newborn. The law also provides for work breaks for employees for reasons of placement of a child, by the employee.  

The Advantages and Disadvantages of Cross-sections and Longitudinal Re Assignment

The Advantages and Disadvantages of Cross-sections and Longitudinal Research for Measuring Life Course Changes - Assignment Example As seen in the work of Quadagno (2014), cross-sectional research is advantageous as is allows making comparisons between diverse aged persons of different age cohorts. This is to mean that the researchers can ask similar questions to different persons then make comparisons from the responses given through analysis and evaluation. Secondly, cross-sectional studies are advantageous as they have the capacity to survey the age differences in the attitudes and the conduct of the aged (Quadagno, 2014; Settersten & Angel, 2011). This explains the extent to which the cross-sectional studies are valid in an assessment of the aged. However, the cross-sectional studies as indicated by Quadagno (2014) and Settersten & Angel (2011) have the disadvantage that they do not have the capacity the changes that occur as the person's age. The studies, therefore, is a key concept in gerontology. As seen in the research conducted by Grenier (2012), longitudinal research is the most appropriate way of studying the age. First, Quadagno (2014) indicates that through the longitudinal research, it is possible that the researcher traces the development of them as they progress over time. The second advantage of the longitudinal research revolves around the fact that this kind of research, is better placed for differentiating between the age, period as well as the cohort effects. However, the major disadvantage of longitudinal research as Quadagno (2014) writes relates to cost issues. Since the longitudinal research involves tracing the development of individual overage, the researcher may incur lots of costs in an attempt to follow-up progressive growth of individuals. In this perspective as well, it is important to note some of the persons may even die prior to completion of the research. Conclusively, the past events of  the life of an aged person play a role in gerontological research. Longitudinal and cross-sectional studies contribute a great deal to the study of the aging population.  

Disadvantages To Primary Nursing Environment Nursing Essay

Disadvantages To Primary Nursing Environment Nursing Essay Primary Nursing is a concept that emphasises on patient centred care. This model of care delivery will help Mr Grant to take control of and be responsible for his health. It also provides continuity of care by having only one nurse providing complete care for Mr Grant. Effective coordination between members of the health care team such as physiotherapy, social worker and the primary nurse will help towards achieving a rapid recovery for Mr Grant. The primary nurse is able to see the progression of Mr Grant health compared to other nurses who occasionally care for him. Primary nursing empowers the primary nurse who knows Mr Grant better to decide how to provide care and educate Mr Grant on the steps to recovery. However the nurse may also lack skills to provide holistic care for a patient with complex needs. Tingle (1992) claims that some nurses can find it hard to develop a close relationship with patients. Another major problem associated with practising primary nursing is psycholo gical distress; the nurse may feel isolated particularly when their patient is dying. The nurse also sometimes might push themselves too hard causing them to be overstressed and fatigue increasing the risk of negligence (Melchoir et al.1999, p.89-90). Client Assessment Discuss the importance of performing and documenting a thorough nursing assessment at the commencement of your care of John. (150-200 words) A thorough nursing assessment at the commencement of care enables the nurse to identify actual and potential problems of Mr Grant (Fawcett Rhynas 2012). Nursing assessment provides a baseline so that the nurse can identify changes in Mr Grants condition and alerts the nurse to deviation from normal expected values (Fawcett Rhynas 2012). According to Funnell, Koutoukidis and Lawrence (2009), the information gathered during the nursing assessment will help the nurse to guide a plan of care for Mr Grant and address the patients specific needs. Mr Grant has a slightly high blood pressure, high respiratory rate and shortness of breath which are signs and symptoms of respiratory distress and hypoxia therefore he should be monitored closely to avoid deterioration of his health status (Funnell, Koutoukidis Lawrence 2009). Due to his restless behaviour and confused state, Mr Grant is at risk of a potential fall as he is trying to get out of bed. Moreover, Mr Grant has an indwelling cathete r and a chest tube drainage which could be possibly dislodged when trying to get out of bed. Complex Nursing Care John has an arterial line insitu. Discuss the reasons for insertion, nursing management of the device and potential problems a client may experience. (150-200 words) According to Kaur (2006), an arterial line insitu will monitor Mr Grants blood pressure directly, continuously, and accurately. Mr Grants oxygenation and ventilation can be assessed by measuring arterial blood gas through the arterial line insitu (Perry Potter, 2010). Measurement of the arterial blood gas provides valuable information in assessing and managing Mr Grants respiratory and metabolic disturbances (Perry Potter, 2010). Automatic blood pressure monitoring can cause severe bruising for patient taking anticoagulant, arterial monitoring can be used to monitor Mr Grants blood pressure (Kaur 2006). At the beginning of each shift, the nurse has to check the patients BP, from the opposite arm to avoid interrupting the arterial pressure readings, using a sphygmomanometer for comparison (Kaur 2006). Aseptic technique should be maintained when handling the arterial line. The nurse has to check that all the connections are tight and that the pressure bag is at 300 mm Hg at all times t o keep the system patent (Kaur 2006). Only flushing solution should be injected or infused in the arterial line, if there is an air bubble in the line the air bubble should be withdrawn with a syringe before flushing to prevent air embolism as explained by Perry and Potter (2010) . The insertion site should be monitored for bleeding and signs and symptoms of infection, including erythema, warmth, tenderness, oedema, and purulent discharge (Kaur 2006). Arterial line insitu is invasive, this type of BP monitoring raises Mr Grants risk of a bloodstream infection and haemorrhage, which can occur very quickly if the line becomes disconnected (Kaur 2006). An arterial line also limits the patients mobility. Monitoring the patient closely could avoid potential problems such as haemorrhage from accidental catheter disconnection or loose connections, thrombus formation, air embolism, local obstruction with resultant ischemia, and infection (Kaur 2006). At night, John becomes tired. He is treated with CPAP while he sleeps. Discuss this mode of ventilation. In your answer, you must include the reasons for use on a fatigued patient, how it works at cellular level, and the nursing management of a patient on CPAP ventilation.(150-200 words) Continuous positive airway pressure is a self ventilating form of positive and expiratory pressure (Woodrow P, 2012). The continuous positive airway pressure (CPAP) keeps the terminal airways, alveoli, partially inflated, reducing the risk for actelectasis (Perry Potter, 2010). During exhalation, the continuous positive airway pressure machine continues to blow air to keep the airway open and also pushes the exhale air and carbon dioxide out through holes in the mask (Perry Potter, 2010). The application of a continuous flow of gas to the airway creates a positive pressure which makes it easier for Mr Grant to breathe in. The positive pressure maintained at the end of expiration by the positive end expiratory pressure valve prevents alveolar collapse and improves lung compliance (Perry Potter, 2010). The patient does require as much effort is to inflate the alveoli. Hence reduces respiratory effort or work of breathing, and oxygen consumption and helps to reduce work of breathing in respiratory fatigued patients (Marshall Pittard 1998). The nurse needs to continuously assess the patient as there is always the potential for their condition to deteriorate. CPAP has the potential to cause gastric distension by forcing air down the oesophagus which may lead to vomiting and puts the patient at significant risk for aspiration. According to Marshall Pittard (1998) continuous monitoring of the patients respiratory status and arterial blood gases is important for the early detection of worsening respiratory failure. Respiratory assessment should include monitoring the patients rate, depth, quality and pattern of respiration as well as inspection, palpation, percussion and auscultation of the chest (Marshall Pittard 1998). Regular assessment of blood pressure, heart rate, peripheral perfusion and urine output will provide the nurse with important information about the adequacy of circulation and assessment of patients haemodynamic status (National Heart Lung and Blood Institute 2011). The nurse should provide full explanation of the circuit and constant reassurance; this can significantly reduce anxiety and improve patient compliance with the therapy. Patient education is fundamental to the success of CPAP (National Heart Lung and Blood Institute 2011) John has an intercostal catheter insitu. What is the purpose of an inter-costal catheter and why is it on underwater seal drainage? Discuss the nursing assessment and management of this device during client treatment. (150-200 words) Mr Grant has sustained severe trauma to the chest in the MCA, which could have caused a collection of air in the pleural space and an accumulation of blood and fluid in the pleural cavity. Intercostal Catheter Insitu is used for chest trauma to remove air and fluid (Perry Potter, 2010). Perry Potter (2010) explains that the underwater seal drainage device acts as a one-way drainage device allowing drainage out of the pleural space, but preventing air from entering or re-entering the pleural space when the patient breathes in. An underwater seal drainage bottle can give some visual clues about the progress of a pneumothorax which indicates decrease of bubbling and swinging in the underwater seal drainage bottle (Briggs 2010). The nurse should monitor the appearance of the drainage and document this at least once a shift. The chest tube drainage appearance and output may need to be documented more frequently than once a shift in cases where the patient has a large amount of drainage or if the nurse suspects that Mr Grant is having an unexpected amount of drainage (Sullivan 2008). Briggs (2010) outlines that all chest tubes should be routinely monitored for the presence of an air leak should be documented in the patient record and reported during hand over. Regular pain assessments are required to maintain adequate analgesic relief from the discomfort and pain caused by chest drains (Crisp Taylor 2009). The chest drain should always he kept blow the level of the patients chest to prevent back flow of fluid in to the pleural space. If the drain needs to be raised above the patients chest, when moving the patient in bed, the tube can be kinked to prevent back flow (Sullivan 2008). Chest dressings should be assessed every day for oozing and signs of inflammation and changed if oozing is present. Inflammation should be monitored and if worsening a swab should be sent for analysis as stated by Sullivan (2008). The drain tubing should never be secured to the patients b edding or clothing, as sudden movements by the patient could cause the drain to become dislodged, allowing air to enter the pleural cavity (Crisp Taylor 2009). It is also important to encourage the patient to mobilise; this can be in the form of deep breathing for bed-bound patients, or short walks and raising arms in the more active patient (Perry Potter, 2010). The movement will help with fluid and air drainage. Evidence based practice When administering S/C heparin, some nurses swab the area with an alcohol swab before injecting and some nurses do not. What Evidence of Best Practice (EBP) can you find that supports or does not support swabbing skin with alcohol preparation before a subcutaneous injection. In your answer, you must include journal references. (150-200 words) According to Cocoman and Murray (2007), swabbing the injection site with a saturated 70% alcohol swab for 30 seconds and allowing to dry for 30 seconds is essential in order to reduce the number of pathogens. However, recent evidence demonstrated that in instances where the skin was not disinfected before injection, no single case of local or systemic infection was observed. Research supports that skin preparation before injection should be administered when giving injections to particular patients as stated by Gittens and Bunnell (2009). These include older patients, those who are ill, or those who are immunocompromised, as it has been shown that certain groups in society are at greater risk of developing infection (Gittens Bunnell 2009). Certain bacteria on the skin have a low potential to cause infection if the immunity of the patient is not impaired or compromised as researched by Gittens Bunnell (2009). In conclusion, my research on evidence based practice on swabbing the skin shows that the use of alcohol swabs is not necessary before a subcutaneous injection. However to ensure the site is not contaminated, it is extremely important to adhere to thorough hand hygiene. If using an alcohol preparation, it is important to wait thirty seconds to reduce the incidence of stinging and inoculation of bacteria at the site. Critical Thinking John has been prescribed six medications. Discuss the reasons he may have been prescribed these medications based on his presenting complaint. Should John be prescribed a sedation for his restless behaviour? Why/why not? (150-200 words) Metoclopramide According to Tiziani (2010, p.208-209), Mr Grant was prescribed metoclopramide control nausea and vomiting. To reduce the side effects of nausea and vomiting as most of the medications that have been prescribed for him will cause this adverse reaction. Metoclopramide will also help with aspiration due to the CPAP. Ceftriaxone Mr Grant is coughing up green sputum which indicates an infection in the lungs. Ceftriaxone is used as a broad spectrum antibiotic to treat respiratory tract infection which Mr Grant might have (Tiziani 2010, p. 100) Paracetamol Mr Grant has sustained two fractures to the right ankle and right clavicle which will cause severe pain. Hence paracetamol has been prescribed for pain relief (Tiziani 2010, p. 11). This medication will also help to reduce the high temperature of Mr Grant. Phenytoin Mr Grant incurred a head injury in the motor vehicle accident. Phenytoin is used after severe head trauma and prevents the spread of seizure activity across the motor cortex (Tiziani, p. 222). Irbersartan Tiziani (2010, p. 265) states that this medication is prescribed for patients with mild to moderate blood pressure. In this scenario, Irbersartan is used to treat Mr Grants high blood pressure of 159/90 and he also had an unstable blood pressure in ICU. Clexane This medication will help to dissolve clots formed as a result of damage to the head, chest and abdomen in the impact of the motor vehicle accident. Since he is having a lot of respiratory problem it could also indicate a possibility of pulmonary embolism and this is why clexane has been prescribed. Yes, John should be prescribed a sedation to help him settle down. CPAP is very invasive and therefore this will help him to have a restless sleep. A sedation will help to decrease his respiratory rate. Reflective Thinking Johns path to recovery will be a process of physical and emotional challenges. Discuss the physical and emotional needs that John may need when being discharged from hospital. (150-200 words) When discharged from hospital, Mr Grant recovery will be challenged by physical and emotional needs. Mr Grant lost his wife in the car accident and he was under the influence of alcohol. This might severely impact his self esteem as he might hold himself responsible for the car accident. Moreover, grief might have a potential impact on Mr Grants physical social, cognitive, emotional behavioural and spiritual aspects of his everyday life. Mr Grant has sustained multiple injuries and this will severely impact on his ability to do run his everyday life. This can cause emotional and psychological distress as he was an active person. The primary nurse has to work in collaboration with the social worker, occupational therapist, physiotherapist and psychiatrist to develop a discharge plan which will address the physical and emotional needs of Mr Grant. Mr Grant was driving under the influence of alcohol when he had the motor vehicle accident, referring Mr Grant to clinicians with specialist s skills in alcohol and follow up monitoring and care coordination will be help towards his recovery. Involve the church community to support him with his spiritual needs and also include the family in the discharge planning. Mission/ Value Statements Healthcare facilities define their mission statement/values/philosophy. This statement underpins their code of practice. Select a statement/mission/philosophy of one Australian hospital and discuss how their code of practice may be reflective of John and his familys personal and social belief system. (150-200 words) As Mr Grant was actively involved in the Local Catholic church and regularly attended mass. I chose St Vincent Private values and care statement as it is a catholic hospital and it will be beneficial for Mr Grant due to his religious faith. St Vincent Private (2012) values are Compassion, Justice, Integrity and excellence. Compassion is a vital aspect of good nursing care. It involves the nurse developing a rapport with Mr Grant and providing holistic care. St Vincent values that, nurses showing compassion plays a major role in providing dignified care to patients. Compassionate care will enable Mr Grant to remain independent and retain his dignity. St Vincent hospital aim to make sure that nurses are available to render care and that Mr Grant is aware that quality care is available to them. Care will be given according to Mr Grants needs. Integrity is about being truthful to the patient and about the care he is receiving. It is also about providing the right care according to Mr Gra nts personal and social belief. Excellence is dedicated to provide outstanding care and customer service to Mr Grant and his family. St Vincent embodies the drive to perfect their competencies and enhance the quality, timeliness, and cost-effectiveness of their care. Being in a catholic hospital Mr Grant will be able to receive pastoral care and attend mass regularly depending on his health condition. Mr Grant lost his wife in the car accident and confession can help him to deal with grief.

Mountains vs Beaches Vacation

Editing Worksheet for Essay Drafts: ENG 111Your NameGregory Wishart 1. Name of the essay author Shakara Beals 2. Is the thesis statement the last sentence in the introductory paragraph and does it contain the three points? Yes ___ List the three points: a. liabilities incurred by the business b. financing of the business c. input and involvement in the business 3. Outline the essay below. Thesis Statement (copy) There are many similarities as well as differences between the two, which include the liabilities incurred by the business, the financing of the business, as well as the input and involvement in the business Support/Reason OneGeneral partnership assumes unlimited liability whereas a limited partnership has an outline of each partner's role in assumption of liability Support/Reason Two In a general partnership you receive an equal share, however with a limited partnership you have only invested in a portion of the business Support/Reason Three (may be there or not†¦could be the contrasting paragraph) A general partnership is involved with many more aspects of the daily operation of the business whereas a limited partner is not. 4. Are their three points listed in the same order in the body paragraph as introduced in the thesis statement?Yes 5. What pattern of development does the author use in this essay? You may underline one: narration, description, or division-classification. Now, tell me how you know. Due to thoroughly describing each type of partnership and showing the similarities and differences in detail. 6. Finally, what devices has the author used to create unity and coherence. Circle them below and then give me an example from the essay. Repeated Key Wordsliabilities, partners Synonyms Pronouns (give me antecendent) Parallel Structure Transitional ExpressionsLastly, on the other hand, for instance Reference to previous point