Domestic Violence- What Age does this start Research Paper

Domestic Violence- What Age does this start - Research Paper Example Domestic violence in women can start as early as 12 years of age (Unicef, 2011). These abuses are caused mostly by people who are close to them; that are their relatives. Women aged 12 years and older experienced about 552, 00 non-fatal violent victimization (Calatano, Smith & Snyder, 2009). However, women who are above 18 years old experience a higher rate of violence from their intimate partners. However, the rate of women victimization declines as they approach the age of 25, but it may be witnessed in years later. Domestic violence in women does not end at a specific age. Data from the National Intimate Partner and Sexual Violence Survey reveal that most female rape victims were raped before attaining the age of 25 but there are recorded cases of victimization in older years like 60 (Black et al., 2011). In men, domestic violence can be experienced when they are ten years old (Unicef, 2011). However, this cases increases when they are in their teen years. Statistics from the National Intimate Partner and Sexual Violence Survey show that male victims of rape were ten years or younger when the rape occurred (Black et al., 2011). Less domestic violence is reported for males above the age of ten years old. According to statistics by National Intimate Partner and Sexual Violence Survey, this rate decreases to almost 0% at 25 years for men above ten years. Hence, the violence approximately ends at 25, and this is according National Intimate Partner and Sexual Violence Survey (Black et al., 2011). Source: Black, M. C., Basile, K. C., Breiding, M. J., Smith, S. G., Walters, M. L., Merrick, M. T., & Stevens, M. R. (2011). National intimate partner and sexual violence survey. Atlanta, GA: Centers for Disease Control and Prevention. In conclusion, women are the most affected by the issue of domestic violence and most of them experience it when they are below the age of 15 and this continues for years later while in men domestic violence is

Types of foodservice operation in healthcare facilities Research Paper

Types of foodservice operation in healthcare facilities - Research Paper Example There are four major types of food service operation alternatives for foodservice directors who seek to change foodservice systems to enhance quality control; these include conventional service, commissary, ready prepared, and assembly-serve food service (Food Product flow, n.d). Foodservice has a number of special characteristics that make it unique to production of other products, and this uniqueness influences decisions concerning production and service; in this regard, foodservice directors choose foodservice operations based on the uniqueness of the foodservice. Different foodservice operations offer solutions to some of the challenges such as scheduling employees and production, difficulty in staffing, and high labor and food costs that emerge from the unique characteristics of foodservice. Conventional food service Conventional foodservice system is the foodservice system that entails assembling ingredients and producing food onsite/location, held at appropriate temperatures, either heated or chilled, and served to customers (Types of Food Service Operations, n.d); also, foods are prepared closest to meal times as possible and the food is purchased all along the food processing continuum. Conventional foodservice is the foodservice system used extensively in schools, restaurants, colleges and universities, and cafeterias, but many of these conventional foodservice systems are increasingly using more and more food products from the complete end of the food-processing continuum because of the current labor shortfall affecting them today. Advantages of conventional foodservice system include high degree of perceived quality because it makes people think of fresh homemade foods, flexibility in menu items because food is prepared and served instantly thus food quality is uncompromised, in addition to, the ability to use traditional standardized recipes that need little or no need of modifications at all (Foodservice Systems, n.d). Disadvantages of conventiona l foodservice include intensive labor demand because more labor must be scheduled to meet high demands of food at peak times, higher food costs due to less control of portion sizes or wastages, less control over food safety due to inconsistences in staff adherence to standard operating procedures. Commissary foodservice Commissary foodservice, also known as centralized foodservice, is the system of foodservice where food production is centralized and food is transferred to satellite locations that act as receiving kitchens where food is then served to customers (Foodservice Systems, n.d). In this system of foodservice, food items are bought near the non-end of the food-processing continuum and food is prepared in the central kitchen exclusively thereby reducing costs considerably. In addition, the system takes advantage of economies of scale, low labor costs, and is best utilized in the airline industries, large restaurant corporations and a number of schools. Advantages of commissa ry foodservice include lower food and supply costs due to purchasing food supplies in large quantities, great purchasing power, improved ingredient control that decreases food costs, and effective inventory control to issue foods in appropriate quantities, lower labor costs, and high flexibility in scheduling of food preparation. Disadvantages of

Communication Reflection using the Atkins and Murphy Model

Communication Reflection using the Atkins and Murphy Model INTRODUCTION I will outline a personal experience, which identifies aspects of effective communication. I was a student nurse of about ten weeks on my first placement fourteen years ago. I was working on an acute medical ward when a patient I was looking after became unwell and clammy. I aim to explore my feelings about the events that transpired, and describe what I would do differently if anything similar happens in the future using Atkins and Murphys (1994) framework for reflection. DESCRIPTION A patient I will call Mrs Costa, to maintain confidentiality (UKCC 1998), had been on the medical ward for a week. I was allocated to care for her. I reported to the nurse in charge of the ward that day that Mrs Costa was clammy and looking unwell. I was sent to fetch another nurse. I did not know what was going on and there was lots of shouting and staff running about, then the curtains were closed around Mrs Costas bed. The other patients were asking what was happening, so I attempted to reassure them that everything was fine and then I just kept out of the way lacking confidence to do or say anything else. When the phone started to ring I went to answer it. As I was going a patient with immobility problems decided to walk unaided. She managed about four paces before collapsing in the middle of the ward. Two or three doctors came running into the ward and seeing the collapsed patient thought it was for her, they were called. The staff nurse shouted at me in front of the patients and staff for not letting the doctors know which patient they had been called for. I was very embarrassed and felt really stupid. The staff nurse told me the patient had died and because she had important things to do I had to phone Mrs Costas husband and ask him to come to the ward. I said I didnt think I should be doing it and she told me it was good experience, but not tell her relatives that Mrs Costa had died on the phone. I had no idea what to say at first. The family were Greek and understood very little English. I just remember Mr Costa asking if his wife was all right. I said she was unwell and could he come in as soon as he was able. As Mr Costa arrived on the ward, the shift ended and nobody really discussed the days events. I went home and burst into tears. ANALYSIS Having been on placement for only two weeks, I did not have enough knowledge or experience to deal with these events. I remember feeling that I was in too deep I did not know how to help Mrs Costa. I recall how I felt left out and useless in dealing with a cardiac arrest. I am now aware that nurse training in the 1980s was of a low standard and unprofessional (Redfern 1999). I recognise that with experience I would be able to deal with emergency situations and that I did the right thing by reporting Mrs Costas condition to the charge nurse. Since the introduction of Project 2000 I am aware that students are not expected to care for patients without the support of qualified staff. I am also aware that a student would not be left alone to tend to the other patients while all the qualified staff assisted the cardiac arrest team. When I was getting into trouble I felt embarrassed and stupid. Looking back I understand that the staff nurse was probably under a lot of pressure due to the circumstances surrounding the cardiac arrest, but I felt like a naughty schoolgirl. I am also aware of the need for constructive criticism in order to improve my standards of practice (Betts 2002). I do however think that this should be given behind closed doors and in discussion form rather than a row, which appears unprofessional. I felt guilty when the other patient fell. Since reflecting I would make my priority the care of the other patients on the ward and realise that answering a phone would have been less important (Potter and Perry 2001). Mentors are now allocated to students to provide support and guidance including identifying priorities. Spending time with other patients, reassuring them and allaying their fears would be more useful. Again this is something that would come with experience I also felt very guilty lying to Mr Costa saying his wife was sick when I knew that she had died. I remember the phone call so clearly. I now realise that I should have firmly refused, as I did not have adequate training (UKCC 1992), to make the phone call but listened to a qualified staff member making the call so that I could still gain experience. I realise that nowadays mentors and charge nurses would help students and other members of staff discuss situations like this to let them reflect on the events. I think that reflective practice would have been useful at the time (Heath and Taylor 2002), as I was unprepared for the events and felt emotionally drained afterwards. EVALUATION Although this situation is mainly negative it has provided me with some useful experiences for the future. I know that new student nurses require the knowledge and backup of a qualified member of staff or team. Charge nurses should not vent stress on other staff especially in public, but should take them aside and point out what they could do to improve. I now realise how important it is to have a member of staff tending to the patients and reassuring them when an emergency situation takes place (Heath and Taylor 2002). Although I did not like lying to a relative I also understand the importance of not divulging information (UKCC 1996) over the phone and that news of a sudden death could be very traumatic if the relatives were on their own with no support. CONCLUSION OF LEARNING In future I would make sure I knew the ward protocol for emergencies. In any new situation I would try to learn as much as I could about that particular speciality to gain confidence. I would use questioning to improve my knowledge in the area thereby improve my understanding. I would take into account other peoples weaknesses. I would reassure the other patients if I were not directly involved in the emergency. In accordance with UKCC guidelines (1998) I would only take part in practices for which I had relevant training.

Thomas Jefferson Essay -- essays research papers

Thomas Jefferson was born on April 13, 1743 in Albermarle County, Virginia. He was born in a simple four-room house in Shadwell, Virginia, what is now Monticello. His father, Peter Jefferson, was a planter who was a bright, brave, and strong man. His mother was a very gentle lady. She was boring under one of the most distinguished families in the area. His family had prospered since the first Jefferson arrived in America from Whales in 1612. Soon after Jefferson’s birth, the French and British began fighting their third war in a half of century over North America’s territory.   Ã‚  Ã‚  Ã‚  Ã‚  Jefferson went to an English school at the age of five where he remained for four years. He was then transferred to a Latin school for five years. His father died in 1758 and Thomas was put under the control of Rev. Maury to prepare for college. When he was 17, Thomas enrolled in the college of William and Mart in Williamsburg, VA. He found the college disappointing but extremely liked the town considering it was the biggest community Jefferson had ever seen. He thrived for knowledge and was able to graduate with the highest honors in the college. After college, he studied law under the instruction of George Wythe and was inducted into the practice of law. He did not reamain in this profession for long and in 1764 was elected a representative to the Legislatures of Justices. During this time he became more and more involved in the public life.   Ã‚  Ã‚  Ã‚  Ã‚  Also in 1764, he inherited 2,750 acres of his father’s estate. He returned to Shadwell and began building Monticello at the top of an 867 foot mountain. Monticello now overlooks the University of Virginia. It remains a historical landmark and is open for public touring.   Ã‚  Ã‚  Ã‚  Ã‚  In 1769 Thomas Jefferson took his seat in the House of Burgesses, where he served in Albermarle County until 1776. In 1770 Jefferson’s Shadwell estate caught on fire and many of his families belongings, books, and papers were destroyed. This caused Jefferson to take up residence in Monticello. Thomas married Martha Wayles Skelton, a 23-year-old widow, in 1772. They had six children. Jefferson’s mother, Jane Randolph Jefferson, died in 1776.   Ã‚  Ã‚  Ã‚  Ã‚   Thomas Jefferson played a key part in the beginning of America’s Independence from Great Britain. He took part in the sig... ...ditions of the time period. On March 4, 1809, Jefferson retired from public office. He left Washington and returned to his home, Monticello, in Virginia. He never left Virginia again.   Ã‚  Ã‚  Ã‚  Ã‚  Thomas Jefferson accomplishes many things in the later years of his life. In 1817, he began the founding of the University of Virginia. At the age of 77, he began to work on his autobiography. He also developed a deep relationship with John Adams. They associated with each other all the time. They wrote many letters back and forth from Virginia to Massachusetts. After being ill for many years, he wrote his will in March of 1826. In mid-June, he became bed stricken for the first time in his life. On July 4, 1826, the fiftieth anniversary of the Declaration of Independence, Jefferson died. He was eighty-three years old. Several hours later John Adams died in Massachusetts his last words being â€Å"Thomas Jefferson still survives†. The nation was struck by this coincidence. Although it would seem that Jefferson was a very rich man, he died more than 100,000 dollars in debt. Thomas Jefferson is known as one of the greatest men of American History.   Ã‚  Ã‚  Ã‚  Ã‚  

United States Declaration of Independence and People

PLS201 Reading Notes 1 Concepts of Politics and American Politics STUDY: Lecture Notes 1, and We the People, chapter 1 Be informative, rigorous, critical. Provide specific, page-indicated references to the text. NOTE1A 15 lines.In chapter one of We the People the authors address the question of how government is made up of the institutions and procedures by which people are ruled in terms of four propositions: 1) Different forms of government are defined by power and freedom; 2) Limits on government encourage freedom; 3) Expansion of participation in America changed the political balance; 4) The goal of politics is having a say in what happens. Organize your paragraph into four or five sentences identifying the main characteristics of these concepts, as established by the authors.The authors present a concept where the amount of power the government holds and how much freedom people have defines different forms of government. When comparing a Monarchy versus a Democracy, we can clear ly see the differences within the two forms of government. Within a Monarchy, supreme power is bestowed upon one individual whereas Democracy is based on a principle of equality and freedom. The limitations placed upon the government allow the people to have a voice in politics while strengthening the principle above.This balance of power gives the people the ability to voice their opinions. Rather than being another â€Å"person† within a society, Americans are citizens who can influence the government in many ways. This expansion of participation lead to more people having legal rights to participate in politics where they can vote, send letters, lobby, and participate in protest marches and demonstrations. All of this ties back to how American Democracy, unlike many other forms of government, aims to give people a voice while developing the meaning behind â€Å"we the people. †NOTE1B 10 lines. In this same chapter one, the following section examines how the identity of Americans has changed over time, the impact of diversity and race, but in the end, the authors observe, â€Å"the country still confronts the question of who are the Americansâ€Å". Explain, please, what is this about, what is at stake, how do the authors explain it. Even though the American government focuses on the principle of equality and freedom and giving people a voice within this government, they still stumble on a simple question of who are the Americans and what defines them.The government faces a constant flow of immigrants and increasing ambiguity of racial categories raising challenging questions about politics and governing arrangements. Population growth has also spurred debates on how congressional districts should be apportioned. The paradox of the American identity is that although America is a melting pot of different traditions, ethnic backgrounds, and ideology, there are nevertheless distinctive qualities that define who Americans are. The diversity of ci tizens created what America became, a country developed from the ideas of equality and freedom. NOTE1C 15 lines.Concluding chapter one, the authors make an interesting declaration, that America is built on the ideas of liberty, equality, and democracy. They then discuss it in terms of four propositions: 1) that liberty means freedom, 2) that equality means treating people fairly, 3) democracy means that what the people want matters, 4) that American political values conflict. Okay, now, read it and summarize the main of these concepts, about 3-line each. â€Å"Life, liberty, and the pursuit of happiness,† in the Declaration of Independence exemplifies the inalienable rights which is based on the idea that all men are created equal.For Americans, liberty is â€Å"freedom from government control, and also economic freedom. † Going back to the idea of limited powers within government to allow freedom, the people have the right to alter or abolish the government to institu te a new one for their safety and happiness. When thinking in terms of equality, it can be interpreted in different ways. Equality of opportunity allows the people to reach their fullest potential and political equality refers to the right to participate in politics where every person can vote.In addition to this, political authority rests in the hands of the people, also known as popular sovereignty. The idea of majority rule with minority rights also plays a key role within the government because it allows for the preference of the majority of voters but still protects the interests of the minority. (21) Conflict helps set policies and laws because it considers both sides of any argument and prevents any discrimination against the disabled, elderly, etc. A NOTE ON FORMATThis is a 1- to 2-page, typewritten, single-spaced, font 12 reading note. Write your note where it says text and according to the indicated lines, etc. Your note must reflect you have read and are referring in your writing to the study materials established for this course unit. All references must be credited by indicating the page number in parenthesis. Edit your text before printing it. Once you are sure you are done with the assignment, check that your name and date are written above, print it, and bring it to class as scheduled.

Julius Caesar Vs. Political Cartoon Essay

Conflicting perspectives exist within texts and their representation is affected by the context of the composer. Using your prescribed text and a related text of your own choosing, assess the impact of this statement on a contemporary audience. Hello user coolkitty96, and the rest of HSC tutorial users who will stumble across this video, you seem to be having some trouble with Julius Caesar in Module C, are you not? Well no fear of Shakespeare, as I am here! I believe what you should first focus on is the understanding of the module, as it’s going to be the main focus; the rest should come naturally. Anyway, as you should already know, the process of composition often seeks to represent an opinion in such way that it attempts to influence the responders to agree or empathise with the composer. Now, due perspective being such a subjective topic, conflict will inevitably arise, which then creates different interpretations of the original story. The context of a composer will sha pe the way in which perspectives are represented within a text, blurring the fine line between truth and propaganda. These viewpoints can be explored in different textual representations, for example Shakespeare’s play, Julius Caesar, as well as a visual representation of text, such as Latuff’s political cartoon On the Gaza-Israel Conflict., Values and personal beliefs, experiences as well as influences from the society and culture of the composer are present within such texts thus remaining relevant to a more modern audience, allowing a better understanding of truth and how its perceiving is explored within the text. Okay, so the society which surrounds the composer and his personal beliefs shapes the way in which the truth is conveyed within a text. You can see this in Shakespeare’s Julius Caesar, which was actually written to examine issues of leadership, politics, honour and patriotism within his society. Through the manipulations of the characters dialogue, Shakespeare is able to highlight this purpose. An example of this could be the discussions between Cassius and Brutus in Act 1 scene 2 where Cassius begins to implant on Brutus the idea that â€Å"This man is now become a god† and must  be stopped. It is impossible that the words written by Shakespeare were the ones uttered at the time of the event, especially due to the Latin to English translations, thus displaying the effect of context and purpose of a text and its effect within the actual representation. The composer, as well as a vast majority of the Elizabethan population, was also a superstitious figure and a believer in the Great chain of being and the order it imposes. This is highlighted through the Death of Caesar within the play, and the tragedy it creates. Caesar, as head of the senate, held high amounts of power and his murder by his fellow senators who led the conspiracy plot, upset the natural balance of the order. The tension and drama created by these actions act as the catalyst for the rest of the play. The last line spoken by Caesar before his death â€Å"Then fall Caesar† is used to symbolise the impeding downfall of the Roman Empire due to the importance of Caesar at the time. The line also presents to the audience a humble and resigned ruler, whom accepted the people’s choice of his death for the benefit of Rome, a contrasting truth to what Cassius had originally propagated of a God-like Caesar who would never refuse his power. This allows the audienc e of the time a simple understanding of a similar political situation to their own, highlighting the vulnerability of an unstable government. The political situations and references found within the text allow it to remain pertinent to a more modern audience, educating them on the social and moral perspectives held during the composer’s life. As well as that, the experiences of a composer allow the exploration of a topic and perspectives discussed within a text, dictating the way it is represented. Now, Shakespeare was a famous playwright of the time and it seemed logical for him to express his ideologies through his popular plays to comment on his society. Shakespeare was able to use scenes such as the Brutus vs. Antony orations to stress the conflicting ideals between truth and propaganda, as well as their effects on society. Shakespeare captures Brutus’s honesty when he states â€Å"I honour him; but as he was ambitious, I slew him† through his use of prose within the speech. Prose reveals to the audience of plebeians Brutus’ rational and logical thinking behind assassinating Caesar, to which he emphasised â€Å"not that I loved Caesar less, but I loved Rome more.† The way in which Brutus excuses his actions appears to be beneficiary to the population instead for his selfish purposes, as well as depicting Caesar as  a negative influence to the Roman Empire. This is soon contradicted by Antony’s oration which was written in blank verse. The speech mocks as well as contrasts Brutus’ intentions implicitly though the repetition of â€Å"But Brutus is an honourable man† which follows conflicting contradictory statements. This depicts Antony’s oration skills as both more superior and authentic to Brutus’s speech as it exposes the contrast between higher and lower order rhetoric. Brutus’s and Antony’s orations, create a powerful scene which can be linked to the easily influenced society the modern audience lives in, highlighting the impacts of how the truth is presented and how it is perceived. These concepts revolving around the impact of the context of a composer on his creations is not just limited to literary texts, it is also applicable to visual texts, such as the political cartoons created by Latuff in response to the Gaza-Israel Conflict. Carlos Latuff began satirically cartooning this issue after his visit to the Gaza strip in the 1990’s. He is of Mexican descent; therefore his background doesn’t affect his views as much as if he was Israeli or Palestinian, though his perception of what is true and what is right drive his work. Through the picture â€Å"Israeli side vs. Palestinian Side† (2009) his focus on anti-capitalism, anti-globalisation and anti-US military intervention is highlighted. This representation is heavily critical on Israel, who is associated with all of that, as it depicts a â€Å"spot the difference† situation; by displaying two similar cartoons in essence, which then have been altered to depict Latuff’s perspective on the events. On the left side, the Israeli perspective on the war, according to the composer, is shown with a small bomb, appearing to be faulty, landing in the street, surrounded by a shocked crowd with no apparent visible damage. On the right side, labelled â€Å"Palestinian side† a distressing scene is depicted with crumbling buildings, fire, blood and death present within the visual. The way in which the cartoon is composed suggests to the audience an exaggeration of the situation, a common form within political cartoons. Having said that, it is evident that the Israeli’s are advantaged financially in this situation. By posting this on the internet Latuff has rendered this piece available to all audiences, impacting the viewer’s opinion on the conflict upon finding it, demanding action though the use of this distressing and contrasting image. So to sum this all up, the representation of a text is affected by the  composer’s context and the way in which they choose to portray a particular perspective. The society, values and personal beliefs as well as the experiences of a composer impact the representation of a text as seen in Shakespeare’s play â€Å"Julius Caesar† and Latuff’s â€Å"Israeli vs. Palestinian Side† cartoon. Not only are they relevant to the audience which the text was originally composed for, but the interpretation of the message allows it to remain pertinent to modern audiences due to the messages and insights into the composers conte xts found within. That wasn’t too hard was it? Now, remember to comment, like and subscribe below, and my email is in the description box if you require any further clarification. Oh, and good luck with your HSC!

Unos vs. Algunos †Spanish Grammar and Word Usage

Unos vs. Algunos - Spanish Grammar and Word Usage When used to mean some, meaning an indefinite number, algunos and unos are usually interchangeable - it doesnt matter which one you use. However, there can be some subtle differences between them. Here is a guide to know where the choice of word might make a difference: Approximations Unos, but not algunos, can be used when making approximations (approximations can be expressed in other ways as well): Tenemos unos mil quinientos discos de mà ºsica clsica. We have some 1,500 classical music discs. With de The phrase algunos de is far more common than unos de to mean some of: Estos son algunos de los monumentos ms extravagantes del paà ­s. These are some of the most outlandish monuments in the country.La compaà ±Ãƒ ­a planea pasar algunas de sus tecnologà ­as a cà ³digo abierto. The company is planning to put some of its technologies into open source.Algunos de mis mejores amigos son espaà ±oles. Some of my best friends are Spaniards. In contrast with otros If a sentence is contrasting some with others (otros), either algunos or unos can be used to mean some:  ¿Por quà © unas personas pueden bailar y otras no?  ¿Por quà © algunas personas pueden bailar y otras no? Why can some people dance and others cant?Las emociones son como el mar, unas veces airado, otras veces tranquilo. Las emociones son como el mar, algunas veces airado, otras veces tranquilo. Emotions are like the sea, sometimes angry, sometimes peaceful.Algunos vieron la pelà ­cula, otros no. Unos vieron la pelà ­cula, otros no. Some saw the movie, others didnt. In contrast with none If the emphasis is on some as opposed to none, algunos is more commonly used. The emphasis in such a case isnt so much on number as on existence: Algunos soldados pueden dormir con cualquier ruido de fondo. Some soldiers can sleep through any kind of background noise.Sà © que algunos me comprenden. I know that some people understand me.Algunos creen que son ms importantes que Dios. Some believe they are more important than God. Sources: As with most lessons on this site, sample sentences are adapted from a variety of sources written by native Spanish speakers. Among the sources consulted for this lesson were: Espacio Latino, Fayerwayer, Foro de Blogger, NIH.gov, Planetanuncios, Tadforo, Yahoo Mà ©xico.