Understanding culturally responsive teaching and multicultural educ

Understanding culturally responsive teaching and multicultural educ Multicultural education is all about students learning in different modes and about teachers responding effectively to recognize and detect the differences in learning. Culturally responsive teaching always focuses on perceived strengths of students and liaising between mismatch between cultures followed at home and the school. Culturally responsive teaching is a systematic approach to modern day teaching by taking into consideration many aspects of culture and its values. In a classical study, a professor at the University of Wisconsin, Gloria Ladson-Billings demonstrated the examples of a culturally relevant teaching module. The main goal of this study was to find out why some teachers were successful with teaching African American children what other teachers could not. The researcher also wanted to pinpoint those specific behaviors that made these teachers successful in teaching. For this study, she chose all parents and principals from four schools that exclusively taught African American children, to pick those teachers, who they considered excellent in terms of teaching. As one could guess, the choices made by principals and parents were entirely different. Principals They chose teachers, who possessed very low numbers of discipline referrals, who had very high attendance rates and top test scores. Parents Parents chose teachers who were helping, enthusiastic, interested in teaching students and those who actually understood that students want to mix with a community that had both white and colored students. The result In all, nine teachers, both white and black, were selected for the experiment. Out of them, eight agreed to participate in the study. The researcher conducted this study for several years; after many years of dedicated research, the researcher could observe many conflicting scenarios. Teachers who participated in the program were all different, each with their own teaching styles, strategies and personalities. The results that were pooled from the exercise were too confusing and the researcher just wanted to abandon the program because of these conflicting results. However, the researcher could suddenly find some remarkable, striking and subtle features that were associated with the experimental module. 1) All the eight teachers, who participated in the exercise voluntarily chose challenging schools, those were complex and difficult to teach. 2) All of them felt that they were responsible for the success of their students 3) Teachers were very sensitive and receptive towards race and class discrimination in society. 4) In fact, they wanted to fight bias and prejudice that were so common in schools 5) Lastly, teachers considered both students home and classroom as inter-related and connected. This perception helped them to learn from different neighborhoods. The methods used by the teacher were very interesting and refreshing. All of them respected other cultures, classes and religions. They also honored the crafts, customs and traditions followed in the community. Teachers also invited parents to share traditional experiences and customs of each community. Teachers cajoled students to learn and master both home and Standard English (home English is the one that students speak in their homes). One of the most striking and interesting aspect of the exercise was that even teachers were willing to learn from students and parents experiences and opinions. Eventually, the researcher, Gloria Ladson-Billings, could summarize the research findings and arrive at a package of principles for meaningful and community teaching. These culturally responsive principles are as follows: 1. Stronger self-esteem and self-image is possible, only when the students experience academic success and satisfaction. Students who do not believe in themselves or in their abilities may have very poor academic achievements. Students always like lessons that are in consonance with their learning styles. Students also like to learn the basic knowledge and skills those are necessary for achieving success in their classrooms. 2. To succeed in classrooms and elsewhere, students must develop and retain core competence. A home is where one can find opportunity for learning. Not many teachers teach about educational experiences that students could gain in a community setting. Many teachers teach just the classroom skills and techniques. The researcher made it a point to include community as a foundation for meaningful teaching. She believed that teaching should look beyond the traditional classroom. She wanted to avoid a perceived conflict or friction between the classroom and home. Teachers can create and set up and meaningful and positive academic environment by teaching beyond traditional classrooms and by integrating learning with the concepts, customs and traditions of local community. 3. It is possible to encounter and challenge social injustice by developing highly critical consciousness and awareness. An intelligent and culturally inclined teacher needs to connect and gel with the needs and of the students as well as the local community. He or he may also need to work hard to enhance and improve the quality of life experienced in the school and community. Stop and Think Just, ask this following simple questions to yourself Can you recall an incidence in your school when you felt a disconnection? Did you see an apparent difference between the life portrayed in the textbooks and the real world where you actually lived? Do you feel that the method used in the case study were effective? If effective, why do you think so? Can you relate students skills and experiences with the skills and experiences of the community from where they come from? Do you feel that culturally responsive principles work in your class? How do you enhance or develop your students core competencies? Schools are just like a sanitized bubble that is entirely insulated from the problems that are faced in the real world. As a culturally enabled teacher, you should try to break open this bubble, so that students can experience the problems of the exterior world. Culturally relevant classroom will try to confront and eliminate real social problems. You should know and learn what it means to be an effective and culturally responsive teacher, so that you can enhance and broaden your feeling of what it needs to become a successful teacher. Collate and accumulate the following viewpoints that help you to be a good teacher. To be a good teacher, you may need to consider Ladson- Billings three points and later imbibe certain skills, attitudes and knowledge. 1. The type of teaching methods and skills that you need to acquire to become a culturally responsive teacher. 2. An ability to diagnose and detect different needs of students and action plans for different learning styles. 3. Developing and harnessing critical thinking and cognitive skills to help students excel in their studies. 4. Acquire a skill known as wait time, where you will remain silent and listen to the answers given by all students. Note: Previous studies have demonstrated that teachers with the noblest intentions often fail to use effective teaching skills. Chapter 11 of this book, Becoming an Effective Teacher, will provide you additional equitable teaching skills that can help you fine-tune your teaching career. Developing Attitudes to become a culturally responsive teacher Attitudes are very important for every teacher. What type of attitudes do you want acquire, so that you can become a culturally responsive teacher? Do you have any meaningful methods that help you teach students, whose cultural background is entirely different from yours? Most of your students may come from similar race, ethnicity and classes. Most of us may share a common set of values and opinions, while the way in which we socialized in the past may also be quite similar. As you get ready to teach, you may work hard to go away from your familiar territory and search for different viewpoints. The more different you become, the more likely you will be capable to welcome diverse life experiences and attitudes that are meaningful and agreeable. To become a culturally responsive teacher of very high caliber, you may need to acquire skills and knowledge about various groups and their experiences. The amount of skills and knowledge sets that you possess may be insufficient enough to teach your students. The skills and methods that you use may be inaccurate as well. To become a successful teacher, you may need to educate about yourself, your students and their requirements. Try to know and understand the educational implications of your students cultural backgrounds. This chapter will assist you traverse this unique path. Just consider this example. A number of African American community members often prefer aural and participatory learning to writing. If you are adamant and bent on using writing activities only, then your students performance may come down. Research findings also suggest us that girls and women have the habit of personalizing knowledge, skills and prefer learning by the way of experiences and first hand observation. Make sure that you create personal connections and events that will definitely enhance the success rates of female students. The big challenge that all teachers face is the ability to acquire beneficial and accurate cultural insights that eventually assist them to connect their classroom with the underlying culture. This needs to be done while preventing the likelihood of falling into the trap of stereotypic thinking. Do you know that difference between a useful cultural insight and a destructive stereotype? If you do not know, the next section will assist you learn the essential difference between them. Knowing Stereotypes The second chapter demonstrated the essential differences between different stereotypes and generalizations. Here, we will attempt to evaluate and analyze them very closely. What are stereotypes? Stereotypes are the firm and absolute beliefs that all members of a particular group possess; stereotypes will have a fixed set of parameters and characteristics. The word stereotype took its birth in a print shop. It is almost like a type. It is also like a one-piece plate that repeats a particular pattern without any individualism. Today, stereotypic thinking relates to cultures that neglect individuality and is applied consistently to every member of a group. Stereotypic thinking is rigid and non-flexible. It is set on a particular form of thinking that is unfair and unjust. Stereotypic people always try to save their time bypassing their normal thinking process. Stereotypes are a set of special characteristics those are attached to a group of individuals, based on their allegiance to a certain group with no qualification of thinking process. People who are stereotypes always use highly simplistic words that border on a sense of rigidity. For example, they may use words like à ¢Ã¢â€š ¬Ã‚ ¦. All Blacks are or à ¢Ã¢â€š ¬Ã‚ ¦..All Hispanics are or à ¢Ã¢â€š ¬Ã‚ ¦ All Asians are. In fact, these preconceived expressions are applied to certain groups without making any distinction; most of them are pre-conceived ideas and expressions. In fact, stereotypes are the way of thinking in a sloppy and unfair manner that undermines the basic values of a culturally different school. Consider the following examples: A typical stereotypic line of thinking may be: 1) All Hispanics are very poor in studies 2) All Asians are academically very smart and intelligent 3) Jews are very rich 4) African Americans are very good in sports Note: Stereotypes are impermeable to contradictory information. Examples: 1) Go and find a very poor Jew 2) Find me a Hispanic person with a doctorate degree 3) Give me an example of an Asian student who fails in math test 4) Find an African American, who is not an athletic. 5) Find a European American, who is not clean and hygienic Each of these strings of thought process is a perceived anomaly and every one of them is an exception to the set rule. As a result, the stereotypes always endure and persist. A typical stereotype is very dangerous and it can hurt and damage peoples egos. Stereotypic thinking in a school can even more be dangerous, as it can impede learning process. It also inhibits the ability to search for new information, not just ordinary and contradictory ones. Threat posed by Stereotypes Just consider the following example of stereotype and try to assess its damaging nature. Opinion polls published in the recent past inform us that about 50% of white Americans agree and endorse typical stereotypes relating to blacks and Hispanics, like most of them are not intelligent and skilled. Such stereotypic thinking acts like a double-edged sword; they can influence whites, blacks and Hispanics in equal measures. They can adversely influence the expectations, behaviors of whites, while blacks and Hispanics should live in a society that professes such beliefs. Consider the following case study published sometime back: In a study, the researchers asked both the whites and African American students to take somewhat difficult verbal examinations. Two groups took the verbal skill test a control group and an experimental group. In the control group, students took tests in a typically normal manner to measure the intelligence. On the other hand, the experimental groups consisted of students and they did not know that they were taking tests. Here, the psychology of their verbal problems was put to test. The researcher made sure that the two groups were matched to keep variable parameters like abilities of the students, time to test and the quality of tests almost similar. Results In the experimental groups, black test participants were successful in solving twice as many unique problems, as the ones those among the control group. On the other hand, the white test participants could solve almost the same number in both the groups. In another similar experiment, researchers found out that performance level of black test takers was very bad, when the examiners asked them to enter their race and ethnicity type on the test form. The outcome that you see here in this study is very simple. The outcome relates to the stereotypic threat. A number of factors like can influence academic performance: Self image Trust on others A Sense of belonging towards others When you learn that there is stereotype, you are more likely to act like a stereotype than when it does not exist. When you care most about your academic performance, you are more likely to be vulnerable to stereotypic threat. Many research studies demonstrate that why African American and other ethnic students tend to perform very well in college tests than their SAT scores predict. In many cases, the standardized test scores cannot be taken as an indicator and they are more often misleading. Likewise, many other people often fail as victims of stereotype threats especially Latinos in English tests, females in math tests and elderly people on short-term memory tests. Sometimes, even a bright student with very strong test scores may fall a victim to stereotype mentality. In fact, even a bright white student is not immune to stereotype; white students failed to perform to their expected levels, when they heard about their comparison with the Asian students. In fact, no one is immune from stereotype threat. Stereotype can limit a students ability to perform well in academics. Stereotype can convince a student that intellect is a fixed trait, that some ethnic groups are more intelligent than others are, and that his or her future is determined at the birth itself. Mind you, your intellect is just like your brain and it can change and transform over time. Your potential is truly amazing. If you believe that you can teach your brain to become smarter and intelligent, to grow like what you can do to your muscles through exercises, you can easily eradicate stereotypic thinking from your mind. Similarly, you can even enhance your test score, as well as the academic excellence. As a teacher, you are also dealing with ethics, values and characters of your students. When stereotypes exist among your students, they can damage your students and their learning potential beyond repair. When you give proper instruction, your students can overcome any type of stereotype. A good anti-stereotype course curriculum is the one that represents unique diversity across all races, ethnicity, genders, religions and socio-economic status. If you have the ability, you can even confront stereotype directly, head on with full conviction. You may just need to explain what stereotype is and how students can neutralize it. Never ever, ignore the perils of stereotype and its ability to damage your students mind and academic career. Dealing with generalization Generalizations recognize that there are special trends within a wide swath of people. Al members of religious, racial and ethnic groups have something that is common to them. They also share many things together. Generalization has many special characteristics: 1) They can give you some insights 2) They do not signify hard and fast conclusions like stereotypes 3) They do not consider that everyone in a group possess a fixed set of characters. You can never apply this axiom to everyone. You can modify it, as and when you collect fresh and new information. There will be many exceptions to generalizations. It is so common to see people using most common words like many, commonly, often or tend to, as different forms of generalizations. They also recognize that people may belong to different groups almost simultaneously. Example You can find Israeli Jews, Asian Jews, Arab Jews and even Polish Jews. Yet, they are all Jews altogether. Similarly, you can find African Indians, Caribbean Indians, Fiji Indians or even East African Indians. Yet, they are all Indians altogether. You can get a hunch or clue about a group through generalizations. These clues could form very important links, when you are planning to teach your class. When you do not know anything about your students or when you know very little about them, generalizations could be very useful tools to feel the pulse of the classroom. Generalizations provide you an educated guess to learn more about your students. As time passes and when you learn more about your class, you can then reject those generalizations that are vague and false. Using generalizations to create a culturally responsive teaching module Is it possible to develop a culturally responsive classroom by using generalizations in the teaching modules? Assume that you have a number of Native American students in your classroom. Now, let is also assume that you conduct some research on the learning preferences of these students. After conducting that research, you will discover that these students prefer to learn their lessons in a highly cooperative group that cherishes community and family values to individual competition. With available results, you will decide to modify your teaching methods that actually cater to the demands of students. Rather than using the same old model of teacher centric approach, you may start working on several academic topics at the same time. You will design a teaching module that specifically asks open-ended questions that demand answers related to student experiences of life. You may also wish to wait for some time for your students to answer your questions. Usually, Native Americans tend to wait for some time to give their answers. Native American students also tend to respect natural and supernatural forces very much. They also like to see native Indian expressions, words and syllables apart from legends and signs in their course curriculum. When you give them a chance to learn, by the way of sharing rather than competition, your students can learn well and perform better. Generalizations are always flexible. With experiences of teaching a diverse group of students, you can easily acquire better skills and techniques that help you in confronting any type of stereotypes. With valued experiences, you can also become the most productive teacher, who can be culturally responsive and sensitive as well. Let us kick start that process right now in the next section. Journal Activity Why generalizations and stereotypic thinking is dangerous for the society? List some important reasons and find solutions to overcome them. Is it possible to create culturally responsible teaching module by overcoming stereotypes and generalizations? Think of some teaching modules that you feel are good for you and study them in detail. Pause and Reflect Have you come across instances of stereotypes and generalizations, when you were studying in your school? If yes, write them down and analyze them. Do you feel that your present attitude towards a culturally diverse classroom is conducive enough to teach without any inhibitions or limitations? Give reasons why you are capable enough to teach a diverse classroom.

Business And Society :: essays research papers

LEADERSHIP American business is in dire straits and the blame is being heaped on its leadership or, more aptly, the lack thereof. There are probably no fewer business leaders today than there were 50 years ago. There is not a shortage of good people, but maybe a lack of the right kind of people. People with the skills necessary to drive companies forward in a thoroughly different and rapidly changing world. I feel a leader should have several essential attributes:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Trust. Leaders must be trustworthy, and they must trust their people, also.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Vision. The nuts and bolts of running a business. Leaders must know where they want the company to be in the future. Also, get the whole company to share that vision. Leaders have to set the direction and get the company headed that way.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Commitment. There will always be disloyalty among employees, but leaders need to seen as caring and nurturing.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Integrity. A leader can’t lack integrity and still have people follow. Leaders must have values. They must have dedication to do what is right. The values of an organization are manifested on what a leader does.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Creative Ability. Leaders must be positive. Always looking for possibilities, not perfection. This means that they must be open to different ways of doing things.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Communication. A good leader is in constant communication with his or her people. He or she makes the rounds and knows what’s going on. Telling his people everything he can about what he knows and doesn’t know.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Risk Taking. It is essential to be open to possibilities, and to question assumptions. Always allow people to be innovative without the fear of failure. AIDS AIDS is one of the most pervasive and difficult workplace issues. The community, not only for their life-style, rejects people with AIDS but also because the disease is incurable. AIDS is an acronym for acquired immunodeficiency syndrome, a disease caused by a virus that attacks the body’s ability to fight off infection. It now comes to be called HIV, human immunodeficiency virus. If a person is tested positive with the antibodies they are designated HIV+. It is presumable they have been exposed or have acquired the AIDS virus. The increase presence of AIDS in the workplace has crystallized a number of concerns for both employers and employees. However, Title I of the American with Disabilities Act covers those infected. The Act prohibits discriminating against individual with AIDS. States have different employment laws that apply to those infected.

Chapters 1- 6 of To Kill A Mockingbird :: To Kill a Mockingbird Essays

The first five chapters of To Kill a Mockingbird introduce the setting, atmosphere, theme, and many different characters, who have unique characteristics. The theme of prejudice is also developed in this introductory section. The Finch family and some of their neighbours are introduced as well, along with important elements such as the Radley house.   Ã‚  Ã‚  Ã‚  Ã‚  The Radley house is an important element of mystery in the beginning chapters. As Scout was describing the setting, she described the mysterious house by saying, â€Å"The Radley Place was inhabited by an unknown entity the mere description of whom was enough to make us behave for days on end,† (Lee 6). Dill, who was from Meridian, Mississippi, was fascinated with the Radley house, and would stare at it for long periods of time. The house had darkened to the colour of the slate-gray yard around it. Johnson grass and rabbit-tobacco grew in abundance on the front yard. Inside of the house, people said there lived a â€Å"malevolent phantom† named Boo Radley (Lee 8). He supposedly went out at night and peeped into other people’s windows. Scout also mentions, â€Å"When people’s azaleas froze in a cold snap, it was because he had breathed on them.† (Lee 9) Tall pecan trees shook their fruit into the schoolyard, from the Radley chicke nyard. However, the nuts would lay untouched by the children, as it was said that Radley pecans would kill anyone who ate them (Lee 9).   Ã‚  Ã‚  Ã‚  Ã‚  Different types of prejudice are evident in this chapter. For instance, Scout refers to Walter as a â€Å"Cunningham†, and this automatically places him in the poor class (Lee 20). Miss Caroline displays prejudice towards Scout because she can read. Scout is singled out after she reads to the class, and Miss Caroline accuses her of her father teaching her how to read (Lee 17). It seems as though more serious types and instances of prejudice will develop as the story progresses.   Ã‚  Ã‚  Ã‚  Ã‚  Atticus Finch is a respectable man and an example of his nature can be seen when Walter Cunningham is invited over to eat dinner. Atticus treated him with the same respect he would treat anyone else, even though Walter is poor (Lee 24). Another notable characteristic of Atticus is shown when he says to Scout, â€Å"We couldn’t operate a single day without Cal, have you ever thought of that? You think about how much Cal does for you, and you mind her, you hear?

Crisis Management Communication Plan Essay

A crisis is defined as a time of intense difficulty, trouble or danger. This situation can come in the form of an important decision must be made in one’s health. Everyone deals with a crisis in a differently. In order to manage a crisis appropriately the proper communication must be used. Health care professionals need to learn how to effectively communicate in any type of crisis. Dynamics of communication used during a crisis can make a difference in how someone will react and respond to a high stress situation. Stress Reduction There are many ways to reduce stress during a crisis. Implementing a way to reduce stress can influence the outcome of the situation, or the people involved. Having a proactive approach to managing stress means there needs to be a solid, responsible leader. There also must be a plan, team support and goals to uphold. During a crisis it is important to take charge of the situation, recognize what is happening, and communicate effectively. This means monitoring our verbal and nonverbal communication. When we are conscious of our communication it can help decrease the stress during a crisis. The verbal communication should be congruent with our nonverbal communication (Managing Stress During a Crisis, 2014). Nurses should also remember not to overload clients with too much information. Short sentences that are direct and to the point are the best way to communicate during a crisis situation. Resolution of Communication Issues In times of crisis many communication challenges can arise. Resolving the challenges takes training, open communication and good listening skills. There is a need to work collaboratively and clarify the communication between all parties involved. Potential challenges can come from  miscommunication and becoming defensive. It is possible that the person making the statement may have meant one thing and the person they are talking to understands it as something else. This can further complicate the crisis and create more challenge. Active listening skills, clarifying information and being aware of nonverbal communication are specific ways to avoid miscommunication. If the health care professional is not approachable, has poor verbal and nonverbal communication skills and appears defensive when spoken to, the communication challenges will continue or even become worse (Arnold & Boggs, 2011). It is essential to understand what it will take to resolve communication challenges or spot po tential challenges. Health Care Setting Health care professionals find themselves in the line of crisis quite frequently. Sometimes it is something that we can predict. Other times the crisis happens upon us suddenly and without warning. In departments such as the Emergency Department (ED), crisis can generally be expected and the ED staff can safely believe that there will be a crisis during their shift. The outcome of the crisis can depend on how it is approached and dealt with. A patient’s rapid deterioration of their state of health or arrest in front of the family is a common crisis situation that occurs where I work. This puts the staff as well as the patient and patient’s family in crisis mode. I feel that my job as the patient’s nurse is to make sure that the situation flows as efficiently as possible. Crisis communication needs to be initiated immediately. My verbal and nonverbal communication can affect the situation. I also need to pick up on the verbal and nonverbal cues of the family. It is also important to collaborate with the team, listen to both staff and families and communicate in a professional manor. Active listening is a prominent quality of a leader, along with how they lead the team. A positive approach is always best while maintaining clear and concise communication. There are times when it is necessary to use assertive communication. This is true when dealing with a difficult person, staff or family member. The nurse needs to be a leader, professional and assertive in order to work with these types of individuals in crisis situations. When approaching a patient, family member or staff, it is important to remember that how the crisis is handled can make the situation better or worse. Knowing how to  manage crisis can be one of the most beneficial aspects. This knowledge comes through furthering your education, experience on the floor, planning and the art of active listening. Conclusion Every nurse should expect to be put in a crisis situation sometime in their career. It is in the nature of the situations that we handle in our profession. How these crisis situations are managed can determine a good or bad outcome for the patient and the patient’s family. Dealing with any crisis can be challenging but achievement is possible. The nurse should be an active listener, solid leader, and continually work on his or her communication skills. These qualities lead all those involved down the path to successful management of the situation and the best outcome or resolution of the crisis. References Arnold, E., & Boggs, K. (2011). Interpersonal relationships: Professional communication skills for nurses (6th ed.). Retrieved from The University of Phoenix eBook Collection database. Managing Stress During a Crisis. (2014). Retrieved from http://www.osha.gov/crisis

Respiratory Therapy

The Path of Respiratory Therapy Introduction About a year ago, I came home from work one night and walked into the kitchen to where my mother was standing. There was a feeling of uneasiness and the panic began to clench my stomach. She looked so sad, so stressed; maybe it was the frizzy hair, the bags beneath her eyes, the way her back slouched in a low negative curve, or her eyes. Her eyes looked at me before she turned them away, but in that fragment of a second, it’s almost like I could look inside her narrow eyes and search until I would come upon this thing.This thing has no name, but it scares her. She wouldn’t exactly explain to me what it was but I felt the sudden movements of uncertainty with the way she shifted her body and tilted her gaze away from mine. It’s almost like I started to feel scared too. The expression that was set on her face gave me such a feeling that went straight to my heart. My mother sat down with me that night and explained that he r sickness had become idiopathic, meaning that it was created from an unknown cause. The malfunctions that inhabit her body are respiratory related and deals with her lungs.Every week, she attends respiratory therapy and completes several breathing treatments. The therapists who have taken care of her, year after year, have set a positive influence and have created a better outlook for her. I have been inspired to become a respiratory therapist to help patients, like my mother, who suffer from breathing complications. My overall goal is to give people the opportunity to experience their lives as long as possible. Setting a positive outlook for others will help build a base for patients to be happy once again.Respiratory therapy is extremely popular with the amount of people who are diagnosed with breathing disorders every year. From 2010-2020, employment is expected to grow by 28 percent (â€Å"Occupational Outlook Handbook†). This is faster than the average growth for all ca reers. Thousands of people are employed as respiratory therapists across the country. In Indiana, the number ranges just over 3,000 people (â€Å"Occupational Outlook Handbook†). Whether working here or in a different state, hospitals are always in need of medical help.As people become elderly, it is essential for them to breathe to stay alive; that is where the necessity of respiratory therapists comes in. Job Description Respiratory therapists eat, sleep, and work mainly in hospitals. It is common to work in nursing homes or even travel to patients’ homes. From the time babies are born to the adults reaching old age, they assist anyone who has breathing difficulties. Typically, RT’s interview/examine patients, perform diagnostic tests, treat patients, monitor/record the progress of treatment and teach patients how to use treatments (â€Å"Occupational Outlook Handbook†).The environment in which they work in is extremely clean to prevent patients from ca tching bugs that can put their health in more danger. Though the salary ranges from state to state, Indiana’s respiratory therapists are able to make around $50,000 a year (â€Å"Occupational Outlook Handbook†). Depending on the shifts that are worked, therapists can make a bit more by working on holidays and even night shifts since hospitals are always open. Qualifications The more education experienced, the greater chance applicants will successfully obtain the job of a respiratory therapist.At minimum, an associate’s degree is needed. Many colleges and universities, vocational-technical institutes, and the Armed Forces offer training-most programs even award an associate’s or bachelor’s degree (â€Å"Occupational Outlook Handbook†). Respiratory therapy is particularly science based and requires a certain amount of credits from classes. Important courses taken are human anatomy and physiology, chemistry, physics, microbiology, pharmacology , and mathematics (â€Å"Occupational Outlook Handbook†). In order to receive the license for a respiratory therapist, an exam is to be taken.This exam is important because employers prefer to hire those of who have successfully passed. If therapists are certified, there is a greater chance of obtaining the job. Studying for long hours and keeping steady grades pays off in the end. Opportunities Growth in the middle-aged and elderly population will lead to an increased incidence of respiratory conditions such as emphysema, chronic bronchitis, pneumonia, and respiratory disorders that permanently damage the lungs or restrict lung function (â€Å"Occupational Outlook Handbook†). Knowing this, the demand for respiratory therapy will increase.When medications and treatments improve, so will the need for therapists to help patients. There will always be factors that continue to harm the health of people such as pollution and smoking. There are other types of therapists that come close to the career of one in the respiratory field. Though some require a bachelor’s, master’s or even a doctoral degree, select trainers and therapists still hold the duty of treating patients. From physical to radiation therapy, therapists use different techniques to help treat problems that many people suffer from.Depending on what field of therapy the career is in, the salary can range from $40,000 to around $80,000 (â€Å"Occupational Outlook Handbook†). Conclusion Since the time that I decided what I wanted to do, I have taken steps in the right direction to obtain the career that I want. Before I started college classes, I saw an advisor and specifically asked for the courses that I needed in order to get into the medical program. General studies for respiratory therapy include classes in which I have to achieve high grades. If my grades are not the best, I may not get accepted for the medical program.As long as that does not happen, the positive o pportunities for this career will lead me to a successful life without the fear of losing this job. As I mentioned before, respiratory therapy will be demanded more as conditions get worse, causing a rise in treatments for patients and a higher demand for therapists.Reference Bureau of Labor Statistics, U. S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Respiratory Therapists, on the Internet at http://www. bls. gov/ooh/healthcare/respiratory-therapists. htm (visited October 25, 2012).

Diabetes Education

Nowadays, in the field of the diabetes, it is a common scenario that more and more people consider type 2 diabetes as a primary health concern.   For people working with or taking take of persons with diabetes, they are thankful that diabetes care is now getting nationwide recognition.   However, in certain matters, we can observe a lack of investment in continuing learning prospects for practitioners.According to Cooper et al. (2002), in the year 2000, the Audit Commission recognized a discrepancy in knowledge and understanding regarding diabetes among patients, and a scarcity of evidence-based practice as well. In view of this fact, Cooper et al. (2005) carried out a study to determine the effects of a diabetes-specific health education program. Their research centered on what patients recognize to be valuable and beneficial to them in the educational approach espoused.The study stressed the necessity for an interdisciplinary method to patient education with regards to diabetes . Cooper et al. (2005) said that diabetes nurses have long been leading the activities in underatking such programs. The authors further asserted that the role of these diabetes nurses in cmoing up with a standardized approach to patient education training has to demonstrate good practice founded on research evidence of what works best and what is most applicable.Furthermore, Cooper et al. (2002) claimed that education has been stressed as a primary component of the treatment for diabetics. As a consequence, attention has therefore centered on the necessity for effective and efficient provision of education services that are both accessible and inclusive. Nevertheless, the Audit Commission has recognized gaps in present service provision. In addition, as stated earlier, the Commission likewise discovered serious and critical deficits in knowledge and understanding regarding diabetes among patients, and a scarcity of evidence-based practice. At present, the findings of the Commission are upsetting and disturbing, and this issue is expanded by the concentration on diabetes nurses as the major players in providing such treatment (Cooper et al., 2002.)Given these conditions and because of the constraints in continuing educational prospects it is now a concern if how could we maintain and preserve an informed and dynamic workforce for diabetes care where diabetes practitioners are under pressure (Phillips, 2006). It is also a question if diabetes is not interesting enough for workforce investment save for the pharmaceutical giants.   At present, several diabetes practitioners consider that this source of funding is the lone source that allows further or additional study.Meanwhile, Guirguis et al. (2006) declared that pharmacists could play a significant part in the health of diabetics. They said that an increasing body of research has showed that pharmacists could effectively and successfully offer care to diabetics and in several instances enhance their health o utcomes as well.   In addition, Guirguis & Chewning (2004) claimed that supposed pharmacy students’ role beliefs and patient reactions were strong predictors of pharmacy students’ reported purpose to inquire regarding the diabetes ABCs someday.In terms of diabetes education, Anderson et al. (2005) said that diabetes educators employ theories constantly, even if they are not conscious of it. The authors said that in order to teach, one should first have certain suppositions regarding how people gain knowledge of the matter and what comprises effective and successful teaching. Hence, the purpose of their study is to assist diabetes educators concerned in research and evaluation on how to choose the proper theories.Their study assessed the four (4) rationales of theories, specifically, description, explanation, control, and prediction, in addition to the extent to which a theory has been expressed and expanded. The authors also evaluated the significance of a theoryâ₠¬â„¢s explanatory power, its personal resonance, and its utility. Moreover, their study assessed how to employ one or more theories at every period of an evaluation or research or project.Moreover, Anderson et al. (2005) maintained that theories could be vital instruments for the purpose, comprehension, and carrying out of diabetes patient education research. The authors emphasized that they could be particularly useful in the design and assessment of intervention research as well. Furthermore, educational researchers will take advantage of the implementation of theories that reverberate with their experience, have been expanded by way of reflection and argument with their peers, and have been experimented by means of research.They likewise said that such theories would offer a coherent, powerful, and strong base on which to perform research studies. Moreover, Anderson et al. (2005) claimed that diabetes educators derive benefit from theory-based interventions that can be successful ly converted into various settings numerous diabetes educators. Theory-based research that is the basis of effective interventions provides greater understanding of how to be effective educators and enhances the credibility of the profession.SynopsisBased on these studies, I can say that as diabetes received national public health recognition, it is somewhat confusing why investment is not being made to support and also protect the workforce involved in diabetes education in improving excellence in care and upholding care on the cusp of evidence-based delivery.Furthermore, I have learned that diabetes education must not be viewed as a luxury, but instead it should be regarded as a necessity because it is definitely a significant part of the clilical governance program of constant learning. Moreover, it will definitely be advantageous and beneficial for people with diabetes to recognize that the care that is being given to them is up-to-date and that they are being given the best alt ernatives. #ReferencesAnderson, R. et al. (2005).   Choosing and Using Theories in Diabetes Education Research.   The Diabetes Educator.Cooper, H. et al. (2002). Diabetes education: the patient's perspective.   Journal of Diabetes Nursing.Guirguis, L. et al. (2006). Evaluation of Structured Patient Interactions: The Diabetes Check. American Journal of Pharmaceutical Education.Guirguis, L. & B. Chewning. (2004). Talking to pharmacists about diabetes: How to ask about monitoring clinical targets. Journal of American Pharmaceutical Association.Phillips, A. (June 2006).   Developing the diabetes workforce: no longer a priority? Journal of Diabetes Nursing.    Diabetes Education Nowadays, in the field of the diabetes, it is a common scenario that more and more people consider type 2 diabetes as a primary health concern.   For people working with or taking take of persons with diabetes, they are thankful that diabetes care is now getting nationwide recognition.   However, in certain matters, we can observe a lack of investment in continuing learning prospects for practitioners.According to Cooper et al. (2002), in the year 2000, the Audit Commission recognized a discrepancy in knowledge and understanding regarding diabetes among patients, and a scarcity of evidence-based practice as well. In view of this fact, Cooper et al. (2005) carried out a study to determine the effects of a diabetes-specific health education program. Their research centered on what patients recognize to be valuable and beneficial to them in the educational approach espoused.The study stressed the necessity for an interdisciplinary method to patient education with regards to diabetes . Cooper et al. (2005) said that diabetes nurses have long been leading the activities in underatking such programs. The authors further asserted that the role of these diabetes nurses in cmoing up with a standardized approach to patient education training has to demonstrate good practice founded on research evidence of what works best and what is most applicable.Furthermore, Cooper et al. (2002) claimed that education has been stressed as a primary component of the treatment for diabetics. As a consequence, attention has therefore centered on the necessity for effective and efficient provision of education services that are both accessible and inclusive.Nevertheless, the Audit Commission has recognized gaps in present service provision. In addition, as stated earlier, the Commission likewise discovered serious and critical deficits in knowledge and understanding regarding diabetes among patients, and a scarcity of evidence-based practice. At present, the findings of the Commission are upsetting and disturbing, and this issue is expanded by the concentration on diabetes nurses as the major players in providing such treatment (Cooper et al., 2002.)Given these conditions and because of the constraints in continuing educational prospects it is now a concern if how could we maintain and preserve an informed and dynamic workforce for diabetes care where diabetes practitioners are under pressure (Phillips, 2006). It is also a question if diabetes is not interesting enough for workforce investment save for the pharmaceutical giants.   At present, several diabetes practitioners consider that this source of funding is the lone source that allows further or additional study.Meanwhile, Guirguis et al. (2006) declared that pharmacists could play a significant part in the health of diabetics. They said that an increasing body of research has showed that pharmacists could effectively and successfully offer care to diabetics and in several instances enhance their health ou tcomes as well.   In addition, Guirguis & Chewning (2004) claimed that supposed pharmacy students’ role beliefs and patient reactions were strong predictors of pharmacy students’ reported purpose to inquire regarding the diabetes ABCs someday.In terms of diabetes education, Anderson et al. (2005) said that diabetes educators employ theories constantly, even if they are not conscious of it. The authors said that in order to teach, one should first have certain suppositions regarding how people gain knowledge of the matter and what comprises effective and successful teaching. Hence, the purpose of their study is to assist diabetes educators concerned in research and evaluation on how to choose the proper theories.Their study assessed the four (4) rationales of theories, specifically, description, explanation, control, and prediction, in addition to the extent to which a theory has been expressed and expanded. The authors also evaluated the significance of a theory†™s explanatory power, its personal resonance, and its utility. Moreover, their study assessed how to employ one or more theories at every period of an evaluation or research or project.Moreover, Anderson et al. (2005) maintained that theories could be vital instruments for the purpose, comprehension, and carrying out of diabetes patient education research. The authors emphasized that they could be particularly useful in the design and assessment of intervention research as well. Furthermore, educational researchers will take advantage of the implementation of theories that reverberate with their experience, have been expanded by way of reflection and argument with their peers, and have been experimented by means of research.They likewise said that such theories would offer a coherent, powerful, and strong base on which to perform research studies. Moreover, Anderson et al. (2005) claimed that diabetes educators derive benefit from theory-based interventions that can be successfull y converted into various settings numerous diabetes educators. Theory-based research that is the basis of effective interventions provides greater understanding of how to be effective educators and enhances the credibility of the profession.SynopsisBased on these studies, I can say that as diabetes received national public health recognition, it is somewhat confusing why investment is not being made to support and also protect the workforce involved in diabetes education in improving excellence in care and upholding care on the cusp of evidence-based delivery.Furthermore, I have learned that diabetes education must not be viewed as a luxury, but instead it should be regarded as a necessity because it is definitely a significant part of the clilical governance program of constant learning. Moreover, it will definitely be advantageous and beneficial for people with diabetes to recognize that the care that is being given to them is up-to-date and that they are being given the best alte rnatives. #ReferencesAnderson, R. et al. (2005).   Choosing and Using Theories in Diabetes Education Research.   The Diabetes Educator.Cooper, H. et al. (2002). Diabetes education: the patient's perspective.   Journal of Diabetes Nursing.Guirguis, L. et al. (2006). Evaluation of Structured Patient Interactions: The Diabetes Check. American Journal of Pharmaceutical Education.Guirguis, L. & B. Chewning. (2004). Talking to pharmacists about diabetes: How to ask about monitoring clinical targets. Journal of American Pharmaceutical Association.Phillips, A. (June 2006).   Developing the diabetes workforce: no longer a priority? Journal of Diabetes Nursing.

The Spread Of Nuclear Weapons Essay Example | Topics and Well Written Essays - 1000 words

The Spread Of Nuclear Weapons - Essay Example (Waltz, 1981) Nuclear weapons had played a vital role during the cold war. When the cold war had ended in late 1980s and the early 1990s, there was a sense of relief as a great threat to the world was over. However, right after that, the idea that the possession of nuclear weapons by some country might lead to the spread of nuclear technology in the world did worry people. People believed that this might lead to great destruction and harm to world if the usage became common, thus, making the world a dangerous place to live in. (Sir Laurence Martin) Defense - Almost every nation in today's world is under threat by one or the other nation for various reasons, example; political, resources, history and religion. Every civilian needs the head of state to take responsibility of their security and to let peace prevail. State security requires a good military force and arsenal, so that if it is attacked by a rival state, they can fight back and protect their nation and people. Nuclear weapon is although dangerous, but it is a very strong type of weaponry which gives a sense of security that fighting back will not be a problem at all. Prestige - In the post cold war world, only very strong nations such as the UK, USA, France, Russia and China possess nuclear weapons. Being a part of the nuclear block and becoming a nuclear power is a matter of pride, as you are then counted among the few dominant states of the world. For example, India and Pakistan wanted to join the nuclear club because they wanted to be declared as independent states that would stand up against their adversary without fear. Deterrence - Simply any person ruling a state that does not possess nuclear power would think a million times before attacking a state that has nuclear power. Or if both rival states possess nuclear power, both would know that their opponent is equally potent, and if nuclear weapons are used to settle the dispute, the world will face major destruction. For example, India and Pakistan have been on hostile terms for a long time now and have also had many wars with other another; but ever since both of them became nuclear powers, they don't even consider attacking the other, as they know that they will be answered back with a nuclear attack too. Thus, it can be said, that nuclear power brings about 'Balance of Terror' in the world. Disadvantages of Nuclear Power: Hazardous - The abbreviations 'MAD' and 'WMD' are often attached to nuclear weapons, which stand for 'Mutually Assured Destruction' and 'Weapons of Mass Destruction' respectively. It is common knowledge that nuclear weapons are extremely destructible, so much that alone Russia's nuclear weapons can destroy the world three to four times. The incident of Hiroshima and Nagasaki is a very appropriate example to show the extent of annihilation that can be caused by nuclear weapons. Compellent - If a nation's rival becomes a nuclear power, it is an evident threat for its rivals, as no nation can fight back nuclear weapons using conventional weapons. This compels one nation to another to take a step towards the possession of nuclear weapons. India became a nuclear power because it had antagonistic relations with China, which was a nuclear power. Following that, Pakistan became a nuclear