The History of the Drug Krokodil

Krokodil is the street name for desomorphine an opiate-like drug similar to and a substitute for heroin used by addicts. Krokodil or desomorphine began its history as a patented drug. US patent 1980972 was issued to chemist, Lyndon Frederick Small for a Morphine Derivative and Processes on November 13, 1934. The drug was briefly manufactured and marketed by the Swiss pharmaceutical company Roche under the brand name of Permonid but was abandoned as a commercial product for its short shelf life and highly addictive nature. In the early 2000s, the drug resurfaced in Russia as krokodil, a home-brewed heroin substitute that takes about thirty minutes to manufacture from codeine pills and other substances. The home brewing of this drug includes the inclusion of impurities and toxic substances that have lead to some horrific consequences for users. Krokodil (Russian for crocodile) is named after one of the drugs major side effect, the greenish and scaly appearance of the damaged and rotting skin of users. Take one look at this Huffington Post video report and youll be quickly convinced never to try this drug. If You Dont Want It - Recycled Patents Many illicit street drugs (and even semi-legal ones) have had their origins in legitimate research done by pharmaceutical companies, research that has even resulted in patents being issued. For example, organic chemist John Huffman was the unwitting inventor of a synthetic version of marijuana. A few enterprising individuals read John Huffmans research on synthetic cannabinoids and began manufacturing and selling synthetic marijuana products such as Spice. These products were legal for a short spell of time, however, in most places they are no longer legal. Another popular street drug is MDMA or Molly as it is now called. The original formula for Molly was patented in 1913 by Merck, a German chemical company. Molly was intended to be a diet pill, however, Merck decided against marketing the drug and abandoned it. MDMA was made illegal in 1983, seventy years after it was originally invented. Heroin was once a registered trademark belonging to Bayer, the same folks that invented aspirin. A method of manufacturing heroin from the opium poppy was developed in 1874, as a substitute for morphine, and believe or not was used as a cough suppressant. The mind-bending psychedelic drug LSD was first synthesized on November 16, 1938 by Swiss chemist Albert Hofmann while working for Sandoz Laboratories in Switzerland. However, it was a few years before Albert Hofmann realized what he had invented. Until 1914, cocaine was legal and even an ingredient in the soft drink Coca-Cola. The method of manufacturing cocaine from the coca leaf was invented in the 1860s. Lyndon Frederick Small 1897—1957 A 1931 Time Magazine article discusses the work of Frederick Small Lyndon in relation to the growing opiate epidemic in the United States. ....the Bureau of Social Hygiene gave the National Research Council funds for a study of drug addiction and the invention of a drug which would do for medicine everything which the habit-forming drugs do, yet not cause habit itself. Such a harmless, beneficial drug would make the manufacture of the baneful drugs needless. Then they could be completely suppressed. Council discovered Dr. Lyndon Frederick Small, just returned from two years of study in Europe, at the University of Virginia and financed a special laboratory for him. Out of a coal tar product called phenanthrene he has synthesized several drugs which closely resemble the chemical structure and physiological action of morphine. He sends them to Professor Charles Wallis Edmunds of the University of Michigan who tests them on animals. The two are confident that within perhaps a few months they will have an authentic drug which will not make, as morphine, heroin and opium do, pasty-faced, emaciated, depraved liars, out of its users.

The Cost of Tuition Among Colleges and Universities in...

The cost of tuition among colleges and universities is highly diversified and indefinite. Students shouldn’t be financial problems that are associated with the high tuition cost for their education because it creates unnecessary stress and financial problems. The student’s primary concern should be their academic performance and learning. The tuition fee includes extracurricular expenses such as lifestyle amenities that may not be essential toward the student education yet they are still being charged for it. Universities and colleges are lacking a stable and regulated tuition system to provide a better education for a reasonable price. The high tuition cost affects the academic performance, enrollment in higher education, and increase†¦show more content†¦It is not fair to the students who are seeking various academic selections for their career path. Many students are relying on financial aid, mainly student loans, to pay off their school fees and essentials needed. The loans leave off students with a sum of debt to be paid off after completion of their education, creating stress for the individuals. The increase in available loans led to decrease in government support and increase in tuition rates. Colleges and universities can generate their own variables in determining the market for the price being charged to student in their courses, creating an unstable and inefficient market. Health care has guidelines from government that hospital and health care providers need to meet. Guidelines for higher education will help set standards in the cost of tuition and eventually balance the market within higher education schools. The government can easily establish a set of policies that will help regulate the flow of money in schools. Some schools just have too much staff and others might be paying some staff too extensively. The balance in the market will help ease the situation for students involving their financial status. Many students with great potentials that could benefit the society choose not to go to college because to their financial limits. People with potentials that could revolutionize medicine could be stuck in a poor high school child that cannotShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:Read MoreDomino Pizza 2013 10k83576 Words   |  335 Pagessystem, in turn, has produced strong and consistent earnings for us through royalty fees and through supply chain revenues, with minimal associated capital expenditures by us.| 3 |†¢?| |Strong store-level economics. We have developed a cost-efficient store model, characterized by a delivery and carry-out oriented store design, with low capital requirements and a focused menu of quality, affordable pizza and other complementary items. At the store level, we believe that the simplicity

Oliver from Sykes Essay Example For Students

Oliver from Sykes Essay Sykes is obviously jealous of Oliver and hates it when Nancy gives any kind of attention to Oliver. Evidence of this is clear Nancy receives a beating from Sykes each time she tries to defend Oliver from Sykes. Sykes shows no feeling for those around him and he is thoroughly bad, in the convention of the time, to carry out the cruel murder of Nancy. Sykes alone is capable of beating to death the woman who loves him, seized a heavy club and struck her down. This act of violence shows that he is selfish and shows no help or sympathy to others. Although he shows no feeling towards others Sykes suffers very badly after Nancys death as he keeps seeing Nancys eyes, The eyes again! he cries in an unearthly screech. He finally comes to his death on the rooftops with people chanting him. This gives the novel more anticipation and suspense to make it compelling and interesting. When Dickens uses the word unearthly this shows that it is not normal and that people hated Bill Sykes and would be happy with his death. Dickens does make us feel some sympathy for Sykes : his desperate flight across the rooftops, pursued by the baying crowd, is a typical dramatic Dickens. I have come to the conclusion that Sykes is a criminal and an evil man who represents the brutality of life in London at this time in the 19th Century. Yet, Dickens also gives him little human touches and so reminds us that perhaps the harsh environment of London has made Bill Sykes this way. Those human touches make him more believable to the reader.

Competency In English Language Learning †MyAssignmenthelp.com

Question: Discuss about the Competency In English Language Learning. Answer: Introduction I have had a fruitful learning experience with many new things to learn and many things that I need to develop further. Preparing my own learning plan helped me greatly to realize my strengths and weaknesses in this area. Language learning is vital for any student to move ahead in his career. According to Richards (2015), language learning enables an individual to thrive in any field and understand the various cultures prevalent in different countries. In the given report, I have reflected upon my experiences of learning I received in this unit. The report mainly deals with the various goals that I had set for myself in order to achieve competency in English language learning. I got the opportunity to improve my language learning skills through different activities carried out throughout the unit. The report also includes recommendations following which I can further enhance my learning abilities to foster in my discipline. Time management skills development I have created a learning plan which include my learning goals (see appendix). In following the plan, I have come across numerous barriers which I needed to solve. Time management is one of the chief factors that has helped me to overcome many issues regarding my learning process. In the initial stage I found myself inexperienced to manage time to cover all the subjects because I had to spend maximum time in the university classes. I could never meet the deadlines given by my professors to submit my assignments. I had no appropriate plan for dividing time to invest on every subject. Therefore, I started to maintain a time table which I tried to implement in my regular life. In creating this daily routine, I followed POSEC method which includes Prioritizing, Organizing, Stream lining, economizing finally Contributing. POSEC method had helped me to focus my attention on my daily responsibilities (Morecroft 2018).Prioritising was mandatory forproper planning so I distinguished stuffs according to their priorities and organised them. I updated my learning goals to give more focus to complete one particular subject within given time. I reduced other activities that used to distract me from learning and invest more time in completing my dailyhome works. I attended all the lectures and noted them perfectly so I did not need to time to find the specific topics in my text books haphazardly (Liebowitz and Frank 2016). Previously I used to be obsessed with one topic which ultimately lagged me behind in other topics and I failed to produce my assignments within deadline but the method of listing and keeping routines updated helped me a great deal in my time management. Beside these, regular meditation helped me a great deal in increasing my concentration power (Parkinson and Musgrave 2014). For this, I now need less time to concentrate on my studies. Academic writing skills development Developing academic writing skill was one of the major challenges for me. Initially I had no idea about the procedures to write academic papers which was vital for me to complete my assignments. I faced a great challenge to distinguish the reliable source of data from the plethora of available data from books, eBooks, internet and journals. I did not know that there can be an issue with plagiarism that may affect my overall results and scores. After I gained full knowledge about plagiarism and wanted to remove from my assignments but the quality of my writings was fast deteriorating which again affected my marks. I was not aware that there are some criteria like proper paraphrasing or conceptual writing methods that the students use to avoid plagiarism. Moreover, I was unfamiliar with different referencing styles and citation methods that make an assignment rich in quality. Due to these reasons my assignments were full of grammatical and syntactical errors. To solve such problems, I first consulted mylecturers to suggest me ways to cope up with the situation and gain proper knowledge about the requirements. My professors guided me greatly by letting me know about the plagiarism issue as well as the referencing styles and citation methods (Langum and Sullivan 2017). I consulted my seniors who helped me in finding reliable websites andI had gone through numerous websites to get information about credible resources from which I could write my academic papers. I learnt to avoid plagiarism by improving my paraphrasing skill. I started to concentrate in reducing grammatical and syntactical mistakes in my papers. From the internet I attempted to follow the proper method of writing academic writings using formal language. My seniors suggested me to sit for short online exams focusing to reduce minute grammatical mistakes in my papers which had great impact on my later scores. Learning approach development In developing my learning approach, I faced huge barriers because English was not my first language. In addition to this, I needed to remember points as well as theories of my subjects from the text books, journals, university study materials and lectures which were all in English language. Language was on the major barriers that lagged me in proper understanding the lectures hence the topics of learning. Moreover, my learning procedure was quite different that only supported basic knowledge. On the other hand, the lecturers put more focus on the theoretical knowledge than a practical one.I was unable to connect the theories or models into the practical learning.My assignments therefore got affected as I failed to learn subjects properly. To solve these issues, I started to focus on the live lectures and make notes of every points so that I could be able to identify the theories associated with my subjects. This strategy helped me to build practical knowledge to prepare my papers. the seniors suggested me to keep present in the universities website so that I learn to relate my knowledgewith the university lectures (Abdelrahman et al. 2017). My professors advised me to grab the actual meaning or main idea that the texts want to convey rather than merely reading points. In this case doing regular meditation helped me greatly. Moreover, I got involved in collaborative learning with my peers so that I come across different perspectives and learn to connect them in my learning approach. Bedside learning formally in the university, I started learning informally where I learnt from interactions, discussions and group activities (Taylor 2017). I involved myself in eLearning process which proved to be easier to gain knowledge within limited time. Critical reading and thinking skills development While developing my learning plan initially, I noted down three barriers that confront my ability to develop critical reading and thinking skills. The first barrier, as mentioned is English being my second language. It is a universal fact that people tend to be apt in their first language while they find it difficult to comprehend the secondary languages. However, it is not the case with everyone, yet majority of people need assistance to develop skills on learning the second language. This is further validated by scholars and experts who have done extensive research in the field. According to Duxbury and Tsai (2014), students often suffer from anxiety while studying a foreign language that is a language not aligning with their native language. This adds up to my inability to read and think critically. Apart from that, I have difficulties in comprehending meanings of a specific sentence due to lack of my ability to understand English. It further leads to my inability to link to separate ideas and form a creative idea of my own. In addition, I find it difficult to participate in interactive decisions with my peers and teachers due to my unfamiliarity with these activities. It is vital to participate in creative activities to develop skills of critical thinking. As Kong (2014) states, critical thinking and reading can be enhanced through interactive sessions with the assistance from technology. Digital classrooms where students are given the opportunity to interact through online platforms greatly boost critical skills. In order to overcome these barriers, I implemented various strategies like attending extra classes and practicing with new words that I learnt. Apart from that, I also started participating in creative activities in the class that involved debating and arguing with peers on different issues. After evaluating the final learning plan, I realized that I have to develop innovative ways to acquire critical thinking abilities. Conclusion Thus, I can conclude by stating that the lesson plan developed for this language learning will assist me in developing all the skills required to proceed further in my future. When I started the course, I had little confidence on my abilities. However, with gradual progress in the unit, I developed my abilities and possessed more confidence. The initial stages were extremely difficult for me because I had little knowledge about the English language. My formal education during school and college days further restricted my abilities and skills in the language. Nonetheless, taking up new plans like participating in class activities involving debates and quiz competitions, contributed to my enhanced skills. Developing the lesson plan also helped me strategize new ways to tackle my learning barriers and formulate new plans. I was able to discover my potential along with my weaknesses through the learning plan. I am confident that I will be able to improve upon my weaknesses and turn those into my strengths. Recommendations In the future, I hope to pursue advanced courses in the English language in order to prepare myself for competent jobs after university ends. With a view to establish a good career, I need to follow the following recommendations: At first, I have to develop a clear idea on which career I want to pursue in the future. After that, I can prepare a list of steps that I must take to ensure I take the right decision I must be able to manage time properly as it is the most important aspect of learning irrespective of the discipline we pursue I should, in addition, develop my listening capabilities as well since the English language consists of words and phrases that are at times difficult to comprehend in first go I have to be proactive in attending lectures and seminars where I can note down new words and phrases used by the speakers and develop sentences using those words I must also attend workshops that are held from time to time in the university campus to sharpen my language skills. References: Abdelrahman, L.A.M., DeWitt, D., Alias, N. and Rahman, M.N.A., 2017. Flipped Learning for ESL Writing in a Sudanese School.Turkish Online Journal of Educational Technology,16(3), p.60. Duxbury, J.G. and Tsai, L.L., 2014. The effects of cooperative learning on foreign language anxiety: A comparative study of Taiwanese and American universities.International Journal of Instruction,3(1). Kong, S.C., 2014. Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy.Computers Education,78, pp.160-173. Langum, V. and Sullivan, K.P., 2017. Writing academic English as a doctoral student in Sweden: narrative perspectives.Journal of Second Language Writing,35, pp.20-25. Liebowitz, J. and Frank, M. eds., 2016.Knowledge management and e-learning. CRC press. Morecroft, J.D.W., 2018. Management attitudes, learning and scale in successful diversification: a dynamic and behavioural resource system view. InSystem Dynamics(pp. 69-106). Palgrave Macmillan, London. Parkinson, J. and Musgrave, J., 2014. Development of noun phrase complexity in the writing of English for Academic Purposes students.Journal of English for Academic Purposes,14, pp.48-59. Richards, J.C., 2015. The changing face of language learning: Learning beyond the classroom.RELC Journal,46(1), pp.5-22. Taylor, E.W., 2017. Transformative learning theory. InTransformative Learning Meets Bildung(pp. 17-29). SensePublishers, Rotterdam.

Albert Hofmann and the Invention of LSD

Albert Hofmann and the Invention of LSD LSD was first synthesized on November 16, 1938, by Swiss chemist Albert Hofmann in Sandoz Laboratories in Basle, Switzerland. However, it was a few years before Albert Hofmann realized what he had invented. LSD, known as LSD-25 or Lysergic Acid Diethylamide, is a psychoactive hallucinogenic drug. LSD-25 LSD-25 was the twenty-fifth compound developed during Albert Hofmanns study of amides of Lysergic acid, hence the name. LSD is considered a semi-synthetic chemical. The natural component of LSD-25 is lysergic acid, a type of ergot alkaloid that is naturally made by the ergot fungus, though a synthesizing process is necessary to create the drug. LSD was being developed by Sandoz Laboratories as a possible circulatory and respiratory stimulant. Other ergot alkaloids had been studied for medicinal purposes. For example, one ergot was used to induce childbirth. Discovery as a Hallucinogen It was not until 1943 that Albert Hofmann discovered the hallucinogenic properties of LSD. LSD has a chemical structure that is very similar to the neurotransmitter called serotonin. However, it is still not clear what produces all the effects of LSD. According to a Road Junky writer, Albert Hoffman deliberately dosed himself [after a milder accidental dose] with just 25 mg, an amount he didnt imagine would produce any effect. Hoffman got on his bicycle and rode home [from the Lab] and arrived in a state of panic. He felt he was losing his grip on sanity and could only think to ask for milk from the neighbors to counter the poisoning. Albert Hoffman's Trip Albert Hoffman wrote this about his LSD experience, Everything in the room spun around, and the familiar objects and pieces of furniture assumed grotesque, threatening forms. The lady next door, whom I scarcely recognized, brought me milk†¦ She was no longer Mrs. R., but rather a malevolent, insidious witch with a colored mask.† Sandoz Laboratories, the only company to manufacture and sell LSD, first marketed the drug in 1947 under the trade name Delysid. Legal Status It is legal to buy Lysergic acid in the U.S. However, it is illegal to process Lysergic acid into lysergic acid diethylamide, the psychoactive drug LSD.

20 Topics for Economics Dissertations Relevant in 2018

20 Topics for Economics Dissertations Relevant in 2018 The economics is the science of finances and growth of the world’s prosperity. The main goal of economics dissertations is to notice the consequences and the tendencies of various economics events that are constantly taking place. There are both micro and macroeconomic events, and all of them have various impact on the growth of prosperity of all countries. The students who are supposed to write a dissertation in economics have got a vast field of opportunities to explore, and there are thesis topics for economics which are worthy of investigation. Some students prefer to explore the existing tendencies in the world, while others are interested in a practical part and the development of new business technologies, plans, and models. Here you will find the list of economics dissertation topics that are applicable for 2018. Make sure to support them with strong facts though. 20 Topics for Effective Economics Dissertations Is the Worldwide Internet Affecting the Local Proximity and Contributing the Growth of Economic Level The Creation of Effective Business Incubators to Increase the Productivity of IT Sphere in Third-World Countries The Reasons for Regional Divergence in the Selected Countries and the Comparison between Poor and Well-Developed Regions The Calculation of Brexit with Potential Losses for European Union within Ten-Year Period The Perspectives of Installation Large Business Conglomerates in Small Countries to Generate Extra Work Places The Utilization of Farming Economics-Implication into Public Institutions Sector as Means of Economic Development in Agrarian Countries Illegal-Mining Installments and Their Harm for the Development of the Selected Country’s Economic Level The National Financial Subsidies for Developing Businesses as Effective Means of Increasing an Overall Financial Rate of the Country The Behavioral Analysis of Buying Capability among the Consumers of the G6 Countries and Countries of the Third World Nonstandard Economical Approaches That Were Brought by Emigrants to the US and Their Contribution to Economic Prosperity Critical Analysis of Enterprise Activity within Rural and Urban Areas of Asian Countries The Direct Correlation between Economic Convergence and the Salary Levels in the United States Basic Pricing Models from the Point of View of the Investors and How They Impact the Economic Growth of the Country The Analysis of Current Family Businesses State and the Impact of Large Holdings on the Small Business Sector The Modern Job Market Analysis within the Period of 20 Years – the Most Applicable Professions of Nowadays The Unemployment Level in the United States and the Means of Effective Regulation Correlation between the Economic Systems of the World and Their Impact on Each Other   The Dependence of Industrial Region of the Selected Country on the Amount of Average Regional Salary The Evolution of the World’s Consumption Policy – the Changes That Took Place During the Last Decade The Shocking Therapy – the Potential Application for the Development of the Economics in the Countries of the Third World Sample Essay: The Impact of Samurai Style Corporate Model on Japanese Economics The usage of national traditions and peculiarities of working power may serve as one of the characteristic features of the Japanese model of economic development. For a long time, in Japan, a long-life recruitment was propagandized. Huge corporations, which are able to build a career-oriented pyramid and guarantee the employment, have more possibilities to fulfill this principle, unlike small and medium companies. It’s evident that neither companies nor the legislation have the distinct rules requiring the demand for all lifelong. However, both employees and administration consider continuing work as a part of the collective employment agreement. The government in an effort to support the employment with the help of a subsidiary system also means the principle of working for many years at one company. So comparing to other countries, the problem is in the longer recruitment. In 1981, the part of retired workers was 16%. It means that for 3 years half of all the workers were retired. Mainly, these were young people. Unchanging workers compile 20-30% of workers. Employment period influences the level of the salary. It grows the fastest in average age. Various additional payments are added to the base rate. Working relations are built on the philosophy â€Å"the company is our home†. The usage of men power is mainly based on the concept of â€Å"human potential†. On the cusp of the 60s and 70s, many Japanese companies made a conclusion that the worker receives more pleasure from the working process when it is characterized by the diversity. Then they refused using conveyor lines at assembly operations to the benefit of rotatory tables where one person collected the whole bloc. This way, the worker may determine the specifics, schedule, elements of quality control, expenses, safety, etc. As a result of the enforcement of technological operations, the flaw lowered from 6% to 0.3%, workforce productivity raised by 20%, and prime cost lowered by 30%. The core of organization and governing are small self-governing groups. They embrace the entire company in the vertical and horizontal direction. Each group is placed into such conditions that constantly stimulate reaching to perfection and searching for the most effective means of the equipment utilization. The working group participates in making decisions regarding the further development and issues which can affect the group. The position of a female labor force is on a totally different level. Most of the companies accept female workers only as hour or daily workers. They are the first candidates for firing if it is necessary for the company. The Japanese mentality considers women the housewives, and when they are fired, it doesn’t influence the level of unemployment, so the official national level of employed population is constantly at the highest level in the world. Moreover, the salary level of females is twice as lower than that of males for the same type of a job. A long-term working day is a characteristic trait of Japan. The men in Japan work 10 hours more per week than average men in Europe and the USA. People show such desire to work due to special bonus systems and overtime that are serving as a serious extra salary. It increases the overall productivity of workers to a greater extent. The best thing about Japanese work system is a low difference level between low and top-rank workers where we can observe 10 times difference, while in the US, this salary difference is over 100 times. To conclude everything, the Japanese labor model seems extremely effective, but it was based on the historical background and can be applied for people with the same mentality, and only then, it will work the way it should. References: Jessica R. Nicholson. Recent Economic Trends in Manufacturing. U.S. Department of Commerce Economics and Statistics Administration Office of the Chief Economist.  esa.doc.gov/sites/default/files/recent-trends-in-manufacturing_0.pdf The Report of United Nations. World Economic Situation and  Prospects 2018.  https://www.un.org/development/desa/dpad/wp-content/uploads/sites/45/publication/WESP2018_Full_Web-1.pdf Ana Rute Cardoso Institute for Economic Analysis (CSIC) and IZA Paulo Guimares University of South Carolina and IZA. Trends in Economic Research: An International Perspective.  http://ftp.iza.org/dp4785.pdf Hiten Amin Reports Tokyo, Japan. Traditional Employment Practices in Japan.  disc.co.jp/en/resource/pdf/TraditionalEmployment.pdf Web Japan. Japan Employment Fact Sheet.  http://web-japan.org/factsheet/en/pdf/e39_employment.pdf

A hypothetical disaster scenario Essay Example | Topics and Well Written Essays - 1000 words

A hypothetical disaster scenario - Essay Example However, there is no difference between this earthquake and the California earthquake. Data needs to be collected on the extension of the effects of the earthquake. The earthquake might have triggered other earthquakes or even tsunamis. Facts deploy that the crustal plates that compose the surface of the planet are seen moving all the time. They are identified moving at a rate that is equal to the development of fingernails. They are ought to be moving away from each other. This then leads to the oozing of the magma up which forms a new crust. Therefore, they may slide past each other or even towards each other which makes the current crust to be destructed. The main thing that may make them stick together thus forcing a deformation when they continue their movement is through friction. The faults are subjected to breakage where seismic waves are when friction is by deformation. However, the divergent boundaries may occur at the mid-ocean ridges or even in the rift zones. This is where the new crust if formed. These regions are subjected to earthquakes of which they are not that hazardous in the part because they appear to be small and happen to be far away from people. During the time when the plates are moving apart, the transform boundaries are the motion of strike slip of the San Andreas Fault. The earthquakes happening in these regions happen to be shallow and thus they produce moderate magnitude earthquakes. The convergent boundaries occur when there is a collision of the plates. If the plates are both continental plates, huge mountain ranges created by the crust that crumbles out in the process of formation just like the Himalayas. If the movement happens to be in between the continent and the ocean, the oceanic plate which is of high density, is sub ducted in the floating continental plate which happens to be of low density. The regions where subduction takes place are always terrifying thus they occur infrequently in that the locals

Serbia Tourism and Events Management compared to Hainan Essay

Serbia Tourism and Events Management compared to Hainan - Essay Example Hainan is a state in the People’s Republic of China and is a popular tourist destination. It boasts a rich variety of attractions and natural resources including flora, fauna and wildlife. It also has a rich historical and cultural heritage and diverse, colorful ethnic minorities. It aims for quality by offering a diversified product range opening up the Paracel and Spratly islands to tourism. It offers activities such as yachting, golf, surfing, nature-based tourism and shopping options (Van Der Wagen & Carlos, 2005). Serbia, on the other hand, is a landlocked country in southeast Europe. The country boasts of a long and very colorful history. It has attraction sites such as vibrant cities, medieval monasteries and vestiges of ancient civilizations. It is a conducive area to tour since it offers opportunities for relaxation and active pursuits. Its main tourist attractions are mountain resorts, spa resorts and thermal springs and a variety of competence centers (Van Der Wagen & Carlos, 2005). According to The World Travel & Tourism Council (WTTC), Serbia has developed its tourism industry with an appeal for new and broader target markets. It has been a nation at war for the past decade with the successive political crisis. It has reformed its Tourism and Travel economy accounting for 5.3% of the total GDP and supporting 6% of the formal employment sector. To achieve its full potential, it ought to merge the central location, abundant cultural and natural resources with a supportive business and regulatory framework. On the other hand, the focus on tourism and travel development by the Hainan provincial government began in the 1990’s. It has undergone a major transformation over time.  

Breastfeeding moms college graduation by Lisa Flam Essay

Breastfeeding moms college graduation by Lisa Flam - Essay Example One hereby asserts that the display of information that the article exposed was inappropriate for the venue and situation. Initially, the author presented the point of view of Thurman who argued that she had no inclination that posting the photo would generate such a controversial stir. Thurman was acknowledged to have decided to post the photo in a Facebook page, Black Women Do Breastfeed, to holistically support another woman who was noted to be a recipient of dirty looks while she apparently breastfed in public. In her honest reaction, she was disclosed to indicate that she believed breastfeeding is natural and that there is nothing wrong, even if the nursing is done in public. In addition, some of her classmates, who attended the May 22 graduation ceremony was reported to have quipped that the act was cool and some even commended her for promoting breastfeeding. Flam indicated in the article that the public display came at an opportune time when the promotion was most needed. Cit ing a pediatrician, Dr. Lori Feldman-Winter, from Cooper University Hospital, black women were reported to have the lowest breastfeeding rates among women of ethnic origin (Flam). Concurrently, although there were comments relaying support for breastfeeding, subsequent reactions from those who encountered the post were noted to have signified negative comments. For those who had opposing views regarding breastfeeding in public. For those who had opposing views regarding breastfeeding in the public.

Personal Development Plan for Leadership Skills

Personal Development Plan for Leadership Skills PERSONAL DEVELOPMENT PLAN AND REFLECTIVE RATIONALE WITH REGARD TO LEADERSHIP DEVELOPMENT. BRIEF: 101871 INTRODUCTION In order to understand the reasoning behind the personal development plan and reflective rationale in relation to leadership development in the Nursing field, one will have to define what these two terminologies are. According to the British Medical Association, the personal development plan (PDP), is a tool that can identify areas for further development and encourage life long learning. It acts as a process of planning, monitoring, assessment, and support to help staff develop their capabilities and potential to fulfil their job role and purpose. It is an approach to increase the effectiveness of the organisation’s performance through ongoing, constructive dialogue to ensure that everyone knows what is expected of them; gets feedback on performance; is able to identify and satisfy their development needs. A PDP can identify goals for the forthcoming year and methods for achieving these goals. PDP’s were advocated by the medical royal colleges as a basis for continuing professional development. While the reflective rationale, is stated as one where a practitioner seeks to apply learning and insights of other people in their work, and develop their own insights and share these with colleagues, Gorman (1998). Essentially reflection involves three key stages, awareness of an issue, analysis of knowledge and feelings, and identification and integration of new learning, Atkins and Murphy (1993). Sharing and discussing these insights with their multi-disciplinary team will promote honest open communication and mutual trust. Reflection may be recorded in a diary, journal, or learning log. Now, that we have understand the meaning of these two concepts, we will talk about the personal development plan with regard to nursing from the following the three issues, namely transformational leadership, managing conflict, and motivation. PART 1 TRANSFORMATIONAL LEADERSHIP Due to the emerging importance of clinical leadership, the issue of transformational leadership in the nursing field has become a very important issue. This is partly due to the fact that existing literature covering leadership has found it difficult in characterizing effective clinical leaders. Using five attributes identified by Cook (2004) and other relevant published material, one would explain the issue of transformational leadership. The attributes are Creativity, highlighting, influencing, respecting, and supporting. Creativity This is required to generate new ways of working. As Sadler (1997), puts it, the essence of nursing, can be said to be ‘an individually and socially defined creative process, to meet a recognised need’. Creativity results from engaging actively with the surroundings to seek new possibilities. Using an experience from a mental health nurse, it was explained that the organisation (nursing) was not forward looking, but strictly structured. However, from an experience from a nurse who had just come back from a nursing course, the nurse applied for the course and enrolled, and that over the years they both used their creative experience to develop nursing to what it is now. Highlighting This attribute gives one the ability to point out new ways of care delivery, based on engaging actively with the care environment. According to Cook (2004), the effective clinical nurse leaders were willing to look for new ways of doing things. On a regular basis questions were asked to clarify and enhance understanding. The status quo, were persistent and shared their new knowledge with others. As stated by an experienced sexual health nurse, one of the important issues was the ability to highlight her case her case through others. Influencing Influencing others through provision of meaningful information is the key to this attribute. According to Cook (2004), effective clinical leaders were able to help others to see and understand situations from various perspectives. For example, a community adult nurse explained how she had agreed to take on the care of a person, within her team, in which there was already a burgeoning caseload. She used accurate case notes to keep a log of the happenings, whereby she shared it with her line managers and team. This helped in improving the team’s performance as to how to deal and tackle with situations. Respecting This involves having a regard for the signals that emanate from individuals and the wider organisational area. Respecting these signals enables people to position themselves appropriately to respond to both individual and organisational needs Sergiovanni (1992), West-Burnham (1997), and Jarrold (1998). Hall (1974) uses the term proxemics[1] to explain this phenomenon. In this case effective clinical leaders have well-developed perceptual ability, and therefore, respect signals from individuals with whom they work with. Supporting This attribute refers to the ability to support others through change, whether at an individual level, including changes to self, or involving groups or wider organisational levels. According to Cook (2004), effective clinical nurse leaders in this context recognise that by supporting staff through various situations they enhanced ownership of the problem and promoted effective learning. It is also likely that effective clinical nurse leaders have experienced similar challenges previously, and have acquired the skills to relate their learning to others. With the explanation of an experienced specialist sexual health nurse, Cook (2004) explains that by supporting a person through a problem, the effective clinical leader helped them to see different options and choices. Bennis and Manus (1985), also explains that a transformatic leader has the ability to commit people to action-that is, to covert followers into leaders and to assist new leaders to become viable agents of social or institutional change. This type of leader has vestiges of what the German sociologist Max Weber called pure charisma. Such leaders employ power wisely, and they manage resistance, not autocratically or high-handedly, but by ‘creating visions of the future that evoke confidence in and mastery of new organizational practices’, Bennis and Manus (1985). They also add that ‘leadership is like the Invisible snowman: he or she is never seen but his or her foot prints turn up everywhere’. Riba and Reches (2002), also add that there is a direct correlation between the charge nurse’s charisma and authority and her nurses’ level of commitment, self confidence, sense of belonging and desire to contribute. It is of utmost importance that the char ge nurse be a source of direction and strength, offer answers to professional questions, and provide on-the-spot solutions to on-the-spot problems. They also added that a charge nurse exercises a great influence on the professional development of her subordinates. Her critical role in times of emergency only reinforces that finding and demands a response at the policy-making level. Candidates with leadership potential should be looked for at early stages of professional assessment and given the appropriate leadership training. According to Goldberg (2001), the leadership role of ER charge nurses needs nurturing. MANAGING CONFLICT From the attributes identified by Cook (2004), the issue of influencing others through provision of meaningful information is a way of managing conflict. As described by the community adult nurse; she had to respond to a request to add a person with complex health needs to an already burgeoning caseload. The nurse agreeing to take on this extra person is a method of managing conflict. Also, notes were taken to monitor the impact of this situation, which is a very useful tool to keep a log of the difficulties and problems that arised as a result of this situation. The notes taken would act as a guideline for future recommendations or mishaps that might occur that is similar to what had previously happened. Another attribute mentioned by Cook (2004) which can be deemed as a useful technique to managing conflict is the one of respecting. This attribute which involves having a regard for the signals that emanate from individuals and wider organisational arena. Being able to respect colle agues, and fellow team mates opinions can be regarded as the most important tool for managing conflict. As explained by the surgical nurse, when a previous patient had returned from a theatre that morning, the needs of the patient had made it difficult for care. So, at the time of handover the nurse made sure that a detailed explanation of the patient was made known to the new staff, in which the patient’s partner insisted on participating and helping out with the care. The last attribute which can be described as another good technique to combat conflict is supporting. As Cook (2004), puts it the ability to support others through change, whether at an individual level, including changes to self or involving groups or wider organisational levels. Clinical nurse leaders who are effective recognize that by supporting staff through various situations they enhanced ownership of a problem and promoted effective learning. As the example of the specialist sexual health nurse is expl ained, by supporting a person through a problem, the effective clinical leader helped them to see different options and choices, in order words rather than querying or arguing with a colleague, it is best to support them in their approach thereby avoiding and managing conflict. Harrington-Mackin (1996), also explains that one of the major problems presented in the team work approach is that people are not accustomed to ‘group problem-solving’ in order words working together as a team to avoid conflict and resolve a particular problem. It is a practice that not only hasn’t been learned, but is a difficult one to institute. For example, in school children are taught to rely on their own resources; to develop their individual capabilities. Harrington-Mackin (1996), cites the example of a fourth grader, who wouldn’t be allowed to say, ‘‘Hey, Joe you’re good at word problems and I’m good at multiplication tables, so let’s get to gether for this test’’, yet the adult equivalent of this is seen in the workplace when teams are expected to come up with a group solution to a problem. This is an odd practice for most people, as well as the fact that trying to reach a consensus in a group of adults can frequently result in heated arguments, and no solution. Team decision-making can be frustrating. The team members have to take the time to listen to everyone’s opinions; a time-consuming process where the inclination is frequently to jump on the first answer given rather than go through the lengthy and frequently tedious process of hearing from everyone, Harrington-Mackin (1996). MOTIVATION This is an issue that tends to crop up at every stage of one’s work life. In this context, task variety and participation allows each member in a group or team to perform a number of tasks, motivating members to use different skills, as well as rotating less desirable tasks. According to Hackman and Oldman (1980), interdependence within a team or group also acts as a crucial element in motivation. One form of this is task interdependence, which involves members of the team depending on one another to accomplish goals. Goal interdependence refers not only to a group having a goal, but also to the fact that group member’s goals should be linked. Interdependent feedback and rewards are necessary, as all of the interdependency characteristics, to promote motivation in the team. Another task which helps keep motivation up is workload sharing. Another method to ensure motivation is the use of rewards. It is stressed that rewards should be given in a manner that promotes team cohesiveness. If given in the correct manner, they will likely increase potency, or the belief that the team will perform effectively in the future. Bowen and Lawler (1992), Wall and Martin (1994), also argue that empowering practices such as provision of organisational information to employees, reduction of bureaucratic controls and increased task autonomy helps in increasing employee motivation. French and Raven (1958) also add that motivation is an attribute that makes one want to do or carry-out a task willingly without being instructed. This is related to the latter previously mentioned. Bass and Avolio (1990), also argue that a generally accepted approach that motivates followers to perform their full potential overtime is by influencing a change in perceptions and providing a sense of direction. The kind of knowledge required to motivate others is transformational knowledge. This is soft knowledge that is difficult to define and involves intuition, wisdom and mystery in contr ast to technical control. PART 2 REFLECTIVE RATIONALE According to Plato ‘the un-reflected life is not worth living’, Taylor (2000). These are very meaningful words that imply that individuals need to reflect on every aspect of their lives. This is more so whilst leading a professional life as practice in a profession has implications for more than just an individual. Taylor (2000) insists that the ability to reflect is a valuable part of human life. It is this ability that separates humans from other species. As Taylor (2000) argues, it is the throwing back of oneself to thoughts and memories using thinking, contemplation, meditation and any other forms of cognitive strategies to make changes if they are required. It requires a rational and intuitive process which allows change to occur. These aspects of thinking are integral to reflection, and for making sense of personal and work events and can depend on the demands of the situation and the enormity of the task, Taylor (2000). Schon (1983) thought similarly but was able to categorise reflective practice into reflection on action which can be viewed as a retrospective activity, looking back and evaluating ones professional practice. According to Schon (1983), reflection in action is a more dynamic process of thinking about and coming to an internal knowledge of current professional practice at the time. In practice these distinctions may seem quite blurred at times and the NHS Trust encourages nurses to focus on the process of reflective activity other than individual reflective strategies NHS Trust (2003). Literature suggests that professionals can use strategies that will minimise the shortcomings of reflection and make it relevant to the present. The attribute of influencing others through provision of meaningful information, is one that correlates with the previous mentioned. Gray (1998) asserts that to be able to reflect, one needs to step outside the experience to make the observation comprehensive. With the use of creativity, one would be abl e to be as spontaneous as possible in recording thoughts and feelings for the best outcome of reflection. This tallies with Imel (1992), whereby reiterating that important insights will come from a frank and honest self, a view that is supported by Wilkinson (1996). Taylor (2002), states that ‘if you try to sanitise these valuable parts of yourself, you will not be able to get to the ‘heart’ of the matter as effectively’. This means that in addition to the courage you need to face other people, one will need the courage to face oneself. Highlighting a particular issue as an attribute from a transformatic leadership point of view enables one to share issues they have identified while on the job, promotes and enhances a reflective rationale which team members or management would all gain from, because it becomes knowledge or reflective rationale shared rather than tacit knowledge (knowledge that is not shared but held by one person). According to Cox, Hickson , and Taylor (1998), comments from nurses include not being able to be honest in case they are not able to handle what they find, and the fear of wrecking the illusion that keeps them sane. They argue that writing honestly ensures that the dialogue with ourselves is authentic, not softened by any other thing. They also argue that this is not an easy task, because it is almost impossible to scrutinise our own writing without justifying and rationalising our actions, and resorting to feelings of guilt, blame or victimisation. As a result, scrutiny with regard to reflective rationale, from a personal development plan perspective, one might find inconsistencies between what the PDP is required for and what has actually happened in reality. For example, the issue of team work from a transformatic leadership view is one that is very objective. I.e. although one might reflect back on issues or conflicts that were encountered and resolved, there is no readily made solution to this. The dyna mics of being part of a team makes it difficult to identify the best way to resolve possible conflicts of interests and opinions, which is the responsibility of the leader. According to Boud et al (1985), a mere description of events does not do justice to the practitioner. They suggest that reflection has two aspects of utilising positive feelings and removing obstructive bias feelings. Critical thinking can be described as an attitude and a reasoning process involving many intellectual skills and places rationality at the head of the list of characteristics. Wilkinson (1996) states that, reflection is made up of a strong emotional subjective side whilst acknowledging that rationality is central to reflection. The attitudes suggested for critical thinking include independent thought, intellectual humility, courage, empathy, integrity and perseverance. He adds that other attitudes required are fair mindedness and the need to explore thoughts and feelings. This correlates with the at tribute of respecting other people’s thoughts with regard to transformational leadership. It acts as a means to develop a certain type of character which is enhanced by using a personal development plan. Although, the purpose of reflection is action if needed, it is done with a view to action. Practically speaking, the time consuming nature of reflective activities has often been cited as significant inhibitor to the consistent implementation of reflective practice. This assertion is that the rhetoric surrounding reflective practice has been strong, but implementing reflective strategies in a sustained, focused manner is increasingly becoming a common norm. For practising nurses, reflection can be viewed as a link between theory and practice Emden (1998). Leadership is facilitative, aiming to mobilize all the skills, good will and know-how at the disposal of the practice. These qualities of the leader are inextricably linked with the empowerment of practice staff. If all part icipants (all staff, clinical and non-clinical, practice employed and attached) are involved in the planning stage, where the team decides if it wants to take part, then success is much more likely later on Jowett and Wellens (2000). Staff members find it easier to buy-into the ideas if they can see the relevancy and benefits of the changes to their practice. Three points are important here: An approach that begins by consulting all practice staff, listens to their ideas and respects their differing professional perspectives is an important indicator to those staff that things will be made better by these moves. A learning practice which is primarily the reason for writing a reflective rationale or practice is unlikely to work unless it is owned by those involved in it; they want it to happen, shape the outcomes Cohen and Austin (1997) and feel they have some control over the inputs and process. Therefore, clearly learning practice strategies for change and development must emanate from within the practice and not be imposed. In Primary care, this might mean taking sometime and care to allow staff to learn about the ideas, discuss them and warm to them, before the whole practice signs up to the changes. Time-out or time taken to examine the effectiveness of a particular approach or response to a situation can lead to more effective performance next time. Becoming a reflective practitioner can be the first step towards recognizing the hidden skills that exist within primary care or rather nursing. This type of experience routinely goes unnoticed. However, skills, gained through experience, can be passed on to new learners to enhance and speed their learning, or assist job-shadowing and critical questioning. Reflective practice is likely to be useful both in administrative roles in health care settings and in clinical leadership. Now when writing out a reflective rationale it should include three sections: An introductory section On going journal writing for a period of at least 10 weeks A closing synthesis section INTRODUCTORY SECTION The most difficult part of journaling is finding a place to begin. Literature relating to journal writing, suggests that one of the best ways to get started is to begin with yourself. One can do this by writing a short autobiographical section. This will help to locate yourself in the context of growth, to get a sense of where you have come from. Some of the following questions may help provide useful guidelines: Why did I decide to become involved in Nursing? When and how did I decide? What and who influenced me? In what ways? As I look back to this time what feelings and images remain? If I could make the decision again to become involved in this profession, would I? Why or why not? What do I see as my greatest professional strengths? What would I like to change or work on to improve my practice as a nurse? What are a few of the frustrations I experience in my work place? What are a few of the hopes I have for health and safety practice in the organisation I work in or work for? Why did I decide to pursue a management course to become a charge nurse? When and how did I decide? If one has not been involved in reflective practice writing before it may seem like a daunting task at first. It does become much easier with practice. ON-GOING JOURNAL WRITING FOR A PERIOD OF AT LEAST 10 WEEKS Allocating time to writing a reflective professional preference and work situations vary but as guidelines writing your reflective journal may require three writing sessions of 10 – 15 minutes spread throughout the week, and one slightly longer session to facilitate greater reflection and theorising. Writing journal entries it is helpful to think of it as an activity which can take place at three different but overlapping levels: Describing Reflecting Theorising Writing at each of these levels can be facilitated by asking a series of questions about aspects of what you do. Describing is about questions such as: What happened? What did I do? Where was I? Who was I interacting with? Who else was in the range of interaction Reflecting is about looking beyond the surface and asking questions such as: Why did I do that? What was I thinking and feeling at the time? Where did these thoughts and feelings come from? What assumptions was I making at the time? What values and beliefs underline my decisions to act in this particular way? How did relationships with other people influence what happened? Theorising goes beyond reflection in that it takes the writer beyond the context of their personal experience and links them with the broader theoretical underpinnings of their profession. Theorising builds on reflection as described above but is also itself the subject of reflection. It is about questions such as: How well does my experience fit in with contemporary approaches to nursing practices? Are there ways in which my experiences suggest ways of revising or developing these approaches and the theoretical perspectives which underpin them? What do my experiences suggest about ways in which the health and safety management needs to develop as a profession? CLOSING SYNTHESIS SECTION If reflective writing is to realise its full potential with regard to transformational leadership as a means of learning professional development, it is important to bring together and synthesise in some way what your journal has revealed to you ‘reworking, rethinking and re-interpreting the diary entries, further powerful insights can be gained. To bring what your journal reveals to you to consciousness it is necessary to re-read it. Sometimes it is appropriate to return to your writing shortly after you have written it. Sometimes a longer time lapse will be more appropriate. In either case it is important not to be judgemental about what you have written and put yourself down, rather experience and appreciate the story you have written so far. SUMMARY AND CONCLUSION This paper looks at the use of personal development plan in the field of nursing, from the perspective of transformational leadership, using five attributes mentioned by Cook (2004) namely, Creativity, Highlighting, Influencing, Respecting, and Supporting; managing conflict; and motivation. It also talks about the use of a reflective rationale incorporating the above mentioned. Additionally, a critical analysis as to the above mentioned is used with regard to the validity of the use of a reflective rationale to improve ones personal development for leadership in the field of nursing. It will be conclusive to state that the issue of leadership within the nursing field is one that has come about in the past decade. However, due to a lack of preparation and hindsight over the years and decades with regard to the growing importance of care nursing, there has not been a formal leadership programme in the field of nursing. The use of the personal development plan and a reflective rationale are tools that are useful to addressing this issue. With constant refinement and identifying particular individuals who are suited for this role, with time, real leaders in the field of nursing will come to be a thing of the past. REFERENCES AND BIBLIOGRAPHY Atkins, S., and Murphy, K., (1993), ‘Reflection; a review of the literature’. Journal of Advanced Nursing, 18: 118 – 119. Bass, B., and Avolio, B., (1990), Transformational leading ability development: Manual for the multifactor leading ability questionnaire. Consulting California Press, CA, USA. Bennis, W.G., and Nanus, B., (1985), Strategies for taking charge. Harper Collins, New York. Bowen, D., and Lawler, E., (1992), The empowerment of service workers: What, Why, how, and when. Sloan Management Review, Spring: 31 – 39. Boud, D., Keogh, R., and Walker, D., (1985), Reflection: Turning experiences into learning. London: Kogan page. Cook, M.J., (2004), Learning for Clinical Leadership, Journal of Nursing Management, 12, 436 – 444. Cox, H., Hickson, P., and Taylor, B., (1998), Exploring reflection: Knowing and constructing practice. In G. Gray and R. Pratt (Eds.), Towards a discipline of nursing (pp. 373 – 389). NSW: Churchill Livingston. Cohen, B.J., and Austin, M.J., (1997), Transforming human services organisations through empowerment of staff. Journal of community practice 4 (2), 35 – 50. Emden, C., (1998), Becoming a reflective practitioner. In G. Gray and R. Pratt (Eds.), Towards a discipline of nursing (pp. 335 – 354), NSW: Churchill Livingston. French, J. and Raven, B., (1958), The bases of social power. In studies in social power (ed. D. Cartwright), pp. 150 – 167. Institute for social Research, Ann Arbor, MI. Gray, C., (1998), Reflection and reflective practice: The reflective technique. In G. Gray and R. Pratt (eds.), towards a discipline of nursing, pp. 355 – 372. NSW: Churchill Livingstone. Goldberg, S., (2001), Nursing leadership in an era of reform in the health care system: Evaluation of the head nurse leadership style in relation to the effectiveness of the department. Ben-Gurion University of the Negev, Israel. Gorman, P., (1998), Managing multidisciplinary teams in the NHS, Kogan page Ltd, London. Hall, E.T., (1974), Handbook for Proxemic Research, AAA Publications, CA, USA. Hackman, J., and Oldman, G., (1980), Work Redesign, Reading MA: Addison – Wesley. Harrington – Mackin, D., (1996), Keeping the Team going. Imel, S., (1992), Reflective practice in adult education. ERIC Digest No. 122, www.ericdigests.org/1992-3/adult.html. Jarrold, K., (1998), A view from here ‘servants and leaders’. In the York symposium on health, 30th July (S. Martin ed.), Dept. of Health Studies, University of York, York. Jowett, R., and Wellens, B., (2000), Developing Occupational Standards, a learning disabilities project. Journal of clinical nursing, 9 (3), 436 – 444. NHS Trust (2003), Portfolio management and reflective practice: Introductory guidelines. www.northbristol.nhs.uk/nursing/reflective.asp. Riba, S., and Reches, H., (2002), When terror is routine: How Israeli nurses cope with multi – casualty terror. Journal of Issues in Nursing. Sadler, J., (1997), Defining professional nurse caring; a triangulation study. International Journal for human caring 1 (3), 12 – 21. Sergiovanni, T.J., (1992), Moral leading ability; getting to the heart of school improvement. Jossey – Bass, San Francisco. Schon, D., (1983), The reflective practitioner: How professions think in action. London: Basic Books. Taylor, B., (2000), Reflective practice: A guide for nurses and midwives. St. Leonard’s: Allen and unwin. Wall, T., and Martin, R., (1994), Job and work design. In C. Cooper and I. Robertson (Eds.), Key reviews in managerial psychology. Chichester: Wiley and Sons: 158 – 988. Chichester: Wiley and Sons. West – Burnham, J., (1997), Leadership for learning re-engineering ‘mind sets’. School leading ability and management 17 (2), 231 – 244. Wilkinson, J., (1996), Nursing process: A critical thinking approach. Menlo park, California: Addison-Wesley. 1 Footnotes [1] Social anthropologists explain this as the closeness of relationships between people and spaces

More Than A Feeling-Intuition And Insight :: essays research papers fc

More Than A Feeling By definition, intuition is the inherent ability to connect with one's inner self. It seems as if as time goes by, intuition is thought of less. This is likely due to the lack of education and understanding of this peculiar ability. Yet some people believe that everyone has intuition. Few people actually experience it. Many dismiss the fleeting hunches and gut-feeelings as coincidence. Those who do believe in the intuitive powers of the mind think it comes in many different forms. For example, a stressful situation may cause one to become frantic and worried. As if they "know" everything will work out, another person may handle that situation differently. That is what believers feel is a natural ability derived from instinct. In our Western society of cell phones and fax machines, many of us ignore our natural instinct. In fact, some have already had an intuitive experience. The experiences can be anything from a feeling that something will be good or bad, a feeling that we need to pay attention or that something is wrong with someone, or even deja vu. Most of the time, we ignore these intuition and we use our reasoning and logic instead. Although reasoning and logic are very good for solving our Smith 2 problems, our intuition may provide us with the answer to that problem more helpfully or accurately "Intuition is knowing without knowing why you know," says Laura Day. For some people, this is easier said than done. Intuition may be difficult to grasp for some due to lack of frequency but, many things can be done to improve the occurrence and quality of intuitions. For example, those people wishing to better their intuition perform relaxing activities. Those activities could include sitting by a body of water, staring at a relaxing fire, visualizing something relaxing or listening to a calming sound. This quiets the sound that constantly echo in the minds of humans. This is when we realize our intuitions. In his book "The Celestine Prophecy", James Redfield tells the story of a man who travel to the Peruvian rain forest in search of his friend Charlene. This man come to discover a group of people in search of what they call "The Nine Insights". On his journey, he meets many people who help him to get in touch with his intuitive side. The character was periodically put in a setting where he had difficulty figuring out a problem or getting out of trouble.

Literature Changes During the Civil War Essay

When the country was still quite young and change was ever-imminent, our great America wasn’t always so great. This budding country lacked its own culture, and every single work produced by its inhabitants was rooted to an earlier version from its mother Britain. Much of our nation was devoid of literary culture and education. We were often looked down upon by other countries flourishing with their own trademark foods, goods, and customs. Very few prominent writers such as Ralph Waldo Emerson were able to create a base example of what an American literature might actually look like. Prior to the Civil War, there were almost no published American authors, as the United States was more inclined toward English texts, which were less expensive. Reading and writing had just begun to trickle down to the middle class, making literature much more popular among the common man, as rates of literacy rose tremendously. The multitude of uses for literature once the Civil War began caused an even larger development. During a time of great change and conflict, America began a period of immense literary thirst. Before the Civil War started, literature had only recently become a more regular piece of daily life. At first only the wealthiest could be expected to know how to read and write. However, as the nation approached the time of the Civil War, the lower classes were also expanding their education by becoming literate. The common man started to take more of an interest and a stand in the goings on of the country- for the most part, learning how to read allowed them to keep up with the happenings from around the nation. Literature was also serving a more entertaining purpose. Fiction grew in popularity, but infamy too. â€Å"American statesmen and leaders were fearful of fiction. They accurately understood its subversive power: fiction empowered individuals; it catered to people’s passions, fancies, and whims, which threatened republican ideas of order and rationality,† (Stauffer 237). As this quote explains, many politicians believed that fiction would lead to chaos and revolution. Literature has always had the power to plant a seed in our minds, and this was no different during the time of the Civil War. Still, these opinions did not keep novels from finding a place in most households. Mostly middle- and upper-class women were the audience for this type of reading material. Fiction, spreading rapidly, became one of the most popular types of literature in this era. Literature before the Civil War was mainly centered on functionality. Literacy had just begun to grow, so the people who learned to read had to have a reason for it. The most common reading material of the time included religious reading, instructive reading, newspapers and magazines, and â€Å"reading for escape† (Salisbury). The best method of escaping for bored housewives or even the common man was a novel. As previously stated, these fictional stories had just begun to boom in popularity. Religious reading mostly included bible study, common for the average Christian household. Newspapers and magazines were crucial for spreading news, and when the nation found an efficient way to broadcast information, people snatched them up. During a time when you couldn’t turn on your flat screen television or pull out your iPad for news updates, newspapers were essential to society. Finally, guides were another usual form of reading material. Stay-at-home wives collected cookbooks and mothering manuals by the shelf-full. All these types of reading provided some function to those who read them, which displays how the country used literature in a very confined manner. The Civil War had a big impact on literature, but literature also had a large impact on the Civil War. For example, the movement against slavery was intensified by passionate works of literature such as Uncle Tom’s Cabin by Harriet Beecher Stowe. These novels helped to spark an interest in the subject for many more people, particularly those of a higher class, who then began to encourage the movement. Literature needed to change in numerous ways. When the war began, letters would be used to keep families in touch with soldiers. News would become more biased and exaggerated depending on its origin (North vs. South). Many children created care packages and wrote letters to soldiers, which gave the men at war some hope and knowledge of the outside world. In 1864, Harper’s Weekly published a story about a young girl named Lula who wished to write a letter to a soldier. That letter wound up in the hands of Daniel P. Fleming- a man who had no family to write to. â€Å"Lula’s letter came when he felt forsaken—desperate—and saved him† (Diffley). Their correspondence created a magnificent bond that carried Fleming throughout the war, and impacted both he and Lula for the remainder of their lives. Literature served a great purpose in the Civil War, and its growth did not stop there. When literature grew in popularity, it had a plethora of effects. It both helped and hurt our country. On one hand, it led to the letters that kept the spirits of our soldiers high. On the other, it produced media that exaggerated truths and spread lies. Since the North and South had greatly varying opinions at the time, their news sources also greatly varied. Each would produce its own version of the truth, and neither would be completely honest. This sensationalism only continued to spread, which became its worst in the 20th century. Not all of the effects of literature’s changes were completely bad, though. Novels allowed people to escape the awful experiences they were going through, if only for a little while. Writers became more successful and American authors had more of a chance as American writing took over the aforementioned British literature. Essays and stories meant to rally the nation during war kept each side unified, even as the country itself split in half. Literature was, perhaps, a great factor in keeping the United States from permanently disbanding. Literature impacts a lot in our lives today: it is a tell-tale sign of the amount of education one receives, it determines a lot of our viewpoints on many issues, and it can even affect the choices you make. This was true during the Civil War era as well, but this took off mostly at the time of the Civil War itself. Before the war, literature had only just begun to spread. It was quite obviously linked to social class as well, as the upper classes were known to have a much higher percentage of literacy than the lower classes. Also, British works became less popular, while American authors prospered. With novels on the rise with the common woman, literature asserted itself as an everyday piece of life. This was reinforced by the use of newspapers, magazines, and books that provided instruction and recipes. Literature took off right before the start of the Civil War, in part causing it. Certain literary works had a strong impact on society, creating controversy and drawing the boundary between the North and the South. Literature also played a huge role in the lives of many soldiers during the war itself. It not only kept the soldiers motivated by giving them something to look forward too, but it also connected them to the outside world and reminded them of all the people they were fighting for. Literature helped to both keep this country together and tear it apart. While the printed media was not always as honest as it should’ve been, and the letters did not always keep the soldiers motivated, it is impossible to argue that literature went through an incredible change during the Civil War. Literature will always be a part of our lives, and this rang especially true during this time of struggle, which unlocked an appetite for literature that our country had never known before.

benzoyl peroxide essays

benzoyl peroxide essays Chemical Name: Benzoyl Peroxide (C14H10O4) Benzoyl peroxide is the main compound found in several different pharmaceuticals for treating acne, food additives, as polymers, and catalysts in several different reactions. Other common names for this compound are; Oxy-10, Panoxyl, Benzagel 10, Benzoic acid, Lucidol, and several others. The melting point for this compound is 1040-1060 C. At this temperature the compound will become very explosive, therefore forming no distinct boiling point. Benzoyl peroxide has a density of 1.334 and a molecular weight of 242.23g. It is slightly soluble in water ( Oxygens have bond angles of 1040, creating sp3 orbitals. Because this compound can create a mirror image of its self when folded over, I believe it to be non-polar. The physical properties of Benzoyl peroxide are that it is a colorless, odorless, solid, which may be in the form of white granules, crystals, or powder. This compound has several different functions such as; it is an oxidizer used to bleach edible oils, flour, and bread, is used as a catalyst for radical reactions, and as an initiator for addition and substitution reactions in organic synthesis. The most common use of Benzoyl peroxide is in topical solutions for treating acne. It is available without a prescription in several different concentrations, and it can be used for any degree or severity of acne. It works by removing the top layer of skin and unblocking the sebaceous glands. It also reduces inflammation of blocked hair follicles by killing bacter...

Reading Comprehension Assessment and Lessons

Reading Comprehension Assessment and Lessons The ability to read is one of the most powerful tools teachers and parents can give students. Literacy is strongly correlated with future economic  and professional success. Illiteracy, on the other hand, exacts a steep price.  The National Center for Education Statistics notes that 43 percent  of adults with the lowest reading levels live in poverty, and according to the National Institute for Literacy, 70  percent of people on welfare have extremely low literacy. Furthermore, 72  percent of children of parents with low literacy will themselves have low literacy, and are more likely  to perform poorly in school and drop out.   Early and elementary education offers  a key opportunity to break this cycle of economic hardship. And while the mechanics of reading and writing are essential building blocks, reading comprehension allows students to move beyond decoding and into understanding and enjoyment. Understanding Reading Comprehension The easiest way to explain reading comprehension is to put a reader in the position of someone who is deciphering letters and words rather than comprehending (attaching meaning to) them. Try reading this: Fà ¦der ureà °u à °e eart on heofenumsi à °in nama gehalgodto-becume à °in ricegeweorà ¾e à °in willa on eorà °an swa swa on heofenum.Urne ge dà ¦ghwamlican hlaf syle us to-deagand forgyf us ure gyltasswa swa we forgifaà ¾ urum gyltendumane ne gelà ¦de à °u us on costnungeac alys us of yfle. Using your knowledge base of phonetic sounds, you might be able to â€Å"read† the text, but you would not understand what you’d just read. You most certainly would not recognize it as The Lord’s Prayer. What about the following sentence? Fox grape grey shoe on land title base. You may know each word and its meaning, but that doesnt give the sentence meaning. Reading comprehension involves three distinct components: processing text (sounding out the syllables to decode the words), understanding what was read, and making connections between the text and what you already know. Vocabulary Knowledge vs. Text Comprehension Vocabulary knowledge and text comprehension are two vital elements of reading comprehension. Vocabulary knowledge refers to understanding individual words. If a reader doesn’t understand the words he is reading, he won’t understand the text as a whole. Because vocabulary knowledge is essential to reading comprehension, children should  be exposed to a rich vocabulary and should always be learning new words. Parents and teachers can help by defining potentially unfamiliar words that students will encounter in texts and teaching students to use contextual clues to understand the meaning of new words. Text comprehension builds on vocabulary knowledge by allowing the reader to combine the meanings of the individual words to understand the overall text. If you’ve ever read a complicated legal document, a challenging book, or the previous example of a nonsensical sentence, you can understand the relationship between vocabulary knowledge and text comprehension. Understanding the meaning of most of the words does not necessarily translate into understanding the text as a whole. Text comprehension relies on the reader making connections with what hes reading. Reading Comprehension Example Most standardized tests include sections that assess reading comprehension. These assessments focus on identifying the main idea of a passage, understanding vocabulary in context, making inferences, and identifying the author’s purpose. A student might read a passage such as the following about dolphins. Dolphins are aquatic mammals (not fish) well-known for their intellect, gregarious nature, and acrobatic abilities. Like other mammals, they are warm-blooded, give birth to live young, feed their babies milk, and breathe air through their lungs. Dolphins have a streamlined body, a pronounced beak, and a blowhole. They swim by moving their tail up and down to propel themselves forward.A female dolphin is called a cow, a male is a bull, and the babies are calves. Dolphins are carnivores that eat marine life such as fish and squid. They have great eyesight and use this along with echolocation to move about in the ocean and locate and identify objects around them.Dolphins communicate with clicks and whistles. They develop their own personal whistle, which is distinct from other dolphins. Mother dolphins whistle to their babies frequently after birth so that the calves learn to recognize their mothers whistle. After reading the passage, students are asked to answer questions based on what they read to demonstrate their understanding of the passage. Young students might be expected to understand from the text that dolphins are mammals that live in the ocean. They eat fish and communicate with clicks and whistles. Older students might be asked to apply information gleaned from the passage to facts they already know. They could be asked to infer the meaning of the term carnivore from the text, identify what dolphins and cattle have in common (being identified as a cow, bull, or calf) or how a dolphin’s whistle is similar to a human fingerprint (each is distinct to the individual). Methods of Assessing Reading Comprehension There are several ways to evaluate a student’s reading comprehension skills. One method is to use a formal assessment, like the example above,  with reading passages followed by questions about the passage. Another method is to use informal assessments. Ask students to tell you about what they read or retell the story or event in their own words. Put students in discussion groups and listen to what they have to say about the book,  watching for areas of confusion and  students who are not participating. Ask students for a written response to the text, such as journaling, identifying their favorite scene, or listing the top 3 to 5 facts they learned from the text. Signs That a Student Is Not Able to Comprehend What Hes Reading One indicator that a student is struggling with reading comprehension is difficulty reading aloud. If a student struggles to recognize or sound out words when he’s reading orally, he’s likely encountering the same struggles when reading silently. Weak vocabulary is another indicator of poor reading comprehension. This is because students who struggle with text comprehension may have difficulting learning and incorporating new vocabulary. Finally, poor spelling and weak writing skills may be a signal that a student isn’t able to comprehend what he’s reading. Difficulty spelling may indicate problems remembering letter sounds, which means that the student is likely also having trouble processing text. How to Teach Effective Reading Comprehension It might seem as though reading comprehension skills develop naturally, but that’s because students gradually begin to internalize the techniques. Effective reading comprehension skills must be taught, but it’s not difficult to do. There are simple strategies to improve reading comprehension that parents and teachers can employ. The most important step is to ask questions before, during, and after reading. Ask students what they think the story is going to be about based on the title or cover. As you’re reading, ask students to summarize what they’ve read so far or predict what they think will happen next. After reading, ask students to summarize the story, identify the main idea, or highlight the most important facts or events. Next, help children make connections between what they’ve read and their experiences. Ask them what they would have done if they had been in the main character’s situation or if they’ve had a similar experience. Consider reading challenging texts aloud. Ideally, students will have their own copy of the book so that they can follow along. Reading aloud models good reading techniques and allows students to hear new vocabulary in context without disrupting the flow of the story. How Students Can Improve Reading Comprehension Skills There are also steps that students can take to improve their reading comprehension skills. The first, most basic step is to improve overall reading skills. Help students select books about topics that interest them and encourage them to  read at least 20 minutes each day. It’s okay if they want to start with books below their reading level. Doing so can help students focus on what they’re reading, rather than on decoding more challenging text, and improve their confidence. Next, encourage students to stop every so often and summarize what they’ve read, either mentally or aloud with a reading buddy. They may want to make notes or use a graphic organizer to  record their thoughts. Remind students to get  an overview of what they’ll be reading by first reading chapter titles and subheadings. Conversely, students can also benefit from skimming over the material after they’ve read it. Students should also take steps to improve their vocabulary. One way to do so without disrupting the flow of reading is to jot down unfamiliar words and look them up after they’ve finished their reading time.

Decline of Michael Jackson Essay Example | Topics and Well Written Essays - 4500 words

Decline of Michael Jackson - Essay Example he nature of media exploitation and public opinion, the reputation of a talented musician was devastated, contributing to his ill health and leading to his death. In the following dissertation, the topic of the facts of the controversies in comparison to the public perception will be discussed in order to find context for the events that occurred and the truths that they represent. Michael Jackson, named by the music industry as ‘the king of pop’ was a talented, but tormented man who had started his lustrous career in his prepubescent years out of Gary, Indiana in the United States. His career spanned his lifetime and his meticulous attention to detail and his innovative styles supported a talent that was broad and powerful. However, the public image that was created for him and the subsequent events of his life led to public humiliation and suspicions of both madness and deviant behaviour. The nature of celebrity gossip, however, creates stories out of unsupportable concepts and a life that is not led traditionally is open to accusations that are unsupportable and, therefore, suspect. This paper will endeavour to examine the ways in which the rumours and suspicions measure against facts and truths that were not as sensational, but could have clarified and refined the public image that led to Jackson’s downward spiral. The nature of the life of Michael Jackson was a long history of having his life framed by a public ‘brand’ which worked against him both personally and professionally in the end. In the 1980s he had a signature look which included one white glove and white socks. It was said of him that he slept in a hyperbaric chamber and the image that was created around him translated into a feeling of magic and mystery. He was an enigma, strange and mystical with talents that matched the message of his position as someone beyond the average human. What did not help his image was the evolving state of his face as he had multiple plastic surgeries and

The impact of the Land Registration Act 2002 on the conveyancing Essay

The impact of the Land Registration Act 2002 on the conveyancing process in registered land - Essay Example It served well for nearly 80 years and was able to cope with the fundamental economic and social changes that took place over that time. Today, nearly all land is ‘registered land’ and the system underwent significant reform with the enactment of the Land Registration Act (LRA) 2002 that entered into force on 13 October 2003. The Land Registration Act 2002 has been received with much critical acclaim, and rightly so. It is a work of monumental importance and monumental effort. Law Commission Report No 271 was itself the last in a long series of Reports discussing, proposing, rejecting and recommending changes to the fundamentals of the land registration system established by the Land Registration Act 1925 . As is well known, the Act of 2002 is designed to revolutionize conveyancing in England and Wales and to bring the land registration system established by the 1925 Land Registration Act into the modern age. In fact LRA 2002 was primarily designed to facilitate e-convey ancing: that is the holding and transfer of estates and interests in land electronically. This goal of a virtually paper free conveyancing system has not yet been achieved because the e-conveyancing provisions of the LRA 2002 have not yet been triggered , but the structure of registered land under 2002 Act is designed to ensure that e-conveyancing will work when the remaining technological issues have been resolved.

Dunlaps aim for ailing companies Essay Example | Topics and Well Written Essays - 750 words

Dunlaps aim for ailing companies - Essay Example During 1997, Sunbeam's management also showed hoax guaranteed sales, improper bill and hold book sales and also resorted to other fraudulent practices. Out of the net income of US$ 189 million, it is estimated that at least US$ 62 million was from fraudulent accounting practices followed by the company. Dunlap was a management expert who specialized in quick fix solutions for ailing companies. Critics say that he specialized in streamlining the bottom-line of the ailing firms by firing employees and resorting to other cost cutting measures. This would make the company more profitable in the short term, but add to difficulties since such measures would equally strip the company of both talent and capability to compete in the international environment. They point to the fact that most of Dunlap's previous firms have been put up for sale after the dramatic recovery they staged and have never been capable of outdoing its competition on its own. Dunlap's aim has always been to improve the performance of the company on the books and then sell it off at higher prices as the stock value escalates in the expectation of higher returns. At Sunbeam, he attempted the same strategy and did nothing creative about it. In order to cut short the time frame to correct the company's book, he resorted to sales and accounting frauds and the debt financing of three acquisitions to increase the turnover and asset base of the firm. The celebrity CEO was also followed closely by the media who was highly skeptical of his style of aggressive and inhuman decisions. The over ambitious CEO was overpowered by the media who alerted the shareholders and the authorities about his way of functioning and the glorification of the company destined to doom. The senior management of the company also did little to control the massive information leakage once the media opened the lid of the mismanagement can. The CEO had cut over half of Sunbeam's jobs soon after he took over. The share price shot up to over US$ 53 in 1997 from a mere US$ 12. Many share holders had already sold their stake in the company. But growing public concern led to the CEO himself being victimized at the end. The board of directors fired Duncan to save their embarrassment and filed for closure. 3. Identify ethical issues that Dunlap's management team may have created by adopting a short - run focus on financial performance. What lessons could be learned from the outcome Dunlap's management team had overlooked the primary aim of all businesses - to create social wealth. He had specialized in the short run concept after he discovered the pleasure of making money by selling off his previous firms to high bidders who bought the revived companies to add to their wealth. But in the process of streamlining a sinking firm, he had thrown overboard a large chunk of its employees and the beneficiaries of its functioning. His focus was always the small community

Daoism and Confucnaism Notes Essay Example for Free

Daoism and Confucnaism Notes Essay Daoism is the Pinyin transliteration Taoism was the earlier Wade-Giles transcription of the same word. The sacred rituals are called li. They are essential because the ancestors will help their descendents, if treated with proper respect, or cause trouble if ignored. They beleive in nature spirits such as plants, animals, rivers, stones, mountains, stars, all parts of the natural world are vitalized by cosmic energy personified and honored as deities. Shangdi (Shang Ti) is the Lord-on-High, ruler of the universe, the supreme ancestor of the Chinese. He was a spiritual being. Deities governing aspects of the cosmos and the local enviroment are subordinate to him. This deity is conceived as masculine and closely involved in human affairs, but not a creator God. qi (chi) is a belief that the cosmos is a manifestation of an impersonal sel generating energy which is called qi. This force has two aspects whose interplay causes the ever changing phenomena of the Universe. Yin is the dark, receptive, female aspect: Yang is the bright, assertive, male aspect. Wisdon lies in recognizing their ever shifting but regular and balanced, patterns and moving with them. This creative rhtym of the universe is called the Dao (Tao) or way. Yijing ( I Ching) or the Book pf Changes it is a common source for both Daoism and Confucianism and is regarded as a classic text in both traditions. The more mystically religious ways, which are collectively called Daoism, and the more political and moral ways, which are known as Confucianism. Like yin and yang, they interpenetrate and complement each other, and are themselves evolving dynamically.

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El tà ³rax es la porcià ³n del cuerpo que se halla entre el cuello y el abdomen. Envuelve las costillas y el esternà ³n. Interiormente en el pecho se localiza diversos à ³rganos como el corazà ³n, pulmones y esà ³fago. La pleura, una membrana de tejido delgado, reviste el interior de la cavidad torà ¡cica. Observa el tà ³rax para determinar si la frecuencia y los movimientos respiratorios son normales Para que luego se percute el pecho con los dedos para saber si los pulmones està ¡n llenos de aire, lo que es normal, o bien si contienen là ­quido, lo cual es anormal. La percusià ³n tambià ©n permite determinar si la membrana que envuelve el corazà ³n (pericardio) o la que cubre los pulmones (pleura) contiene là ­quido. Colocar la mano sobre el tà ³rax para determinar el tamaà ±o del corazà ³n y el tipo y la fuerza de las contracciones durante cada latido. A veces, un flujo de sangre anormal y turbulenta dentro de los vasos o entre las cavidades del corazà ³n, provoca una vibracià ³n que se percibe con las yemas de los dedos o con la palma de la mano. Un flujo sanguà ­neo turbulento generalmente aparece cuando la sangre pasa por và ¡lvulas estrechas o que no cierran bien. En el caso de los derrames pleurales: se encuentra matidez a la percusià ³n (eventualmente con curva de Damoiseau) con disminucià ³n de las vibraciones vocales a la palpacià ³n. En el caso de condensaciones pulmonares: se encuentra matidez en la percusià ³n con aumento de la transmisià ³n de las vibraciones vocales en la palpacià ³n. En el caso de una atelectasia: se comporta parecido a un derrame pleural pero no se da una curva de Damoiseau. En el caso de un hemidiafragma ascendido: matidez de la base, falta de desplazamiento con la respiracià ³n, ausencia de transmisià ³n de vibraciones vocales en esa zona. En el caso... ...a columna. Colocando el fonendoscopio sobre las arterias y las venas en cualquier lugar del cuerpo, se pueden detectar seà ±ales de flujo turbulento, llamados soplos, causados por un estrechamiento de los vasos o por comunicaciones anormales entre ellos. No todas las enfermedades cardà ­acas provocan soplos y no todos los soplos indican un trastorno. En una estenosis mitral en ritmo sinusal: ritmo regular; primer ruido acentuado; en el dià ¡stole se ausculta un chasquido de apertura seguido por una rodada mitral, de intensidad III/VI, con un refuerzo pre sistà ³lico. En una insuficiencia aà ³rtica en ritmo sinusal: ritmo regular; segundo ruido disminuido de intensidad; soplo diastà ³lico en decrescendo, grado II/VI, que se ausculta en el foco aà ³rtico y borde para esternal izquierdo. Soplo meso sistà ³lico grado II/VI en el foco aà ³rtico que se irradia a la base del cuello.