Ace the Interview Behavioral Nurse

Ace the Interview Behavioral Nurse As in most medical fields where prior experience is required, behavioral nurse interview questions will ask you to provide specific examples from your previous positions. You want to have anecdotes at the ready to show your interviewer that you’re competent, knowledgeable, and well-prepared to join their staff. Describe a situation in which you recently had to handle a difficult and demanding patient.This question is designed to assess your interpersonal skills and ability to resolve conflict. Prepare an anecdote that illustrates your excellent communication skills- including verbal persuasiveness and strong listening abilities, interactions with patients and families, understanding patient needs, explaining treatments, and displaying empathy. Avoid characterizing a patient in an overly negative or in a resentful way, and be careful not to compromise confidentiality.Describe a decision you had to make quickly regarding a patient.For this question, the interviewer will be asses sing  your judgment. Talk them through your decision-making process as you evaluated a memorable  situation and the criteria you used to make a decision. Be able to report back on the appropriateness of your actions in light of the outcome.Tell us about a time where you disagreed with a colleague over the management of a patient.This question is designed to identify your ability to work as part of a team, deal with colleagues maturely, draw on your own internal resources and department protocols for conflict resolution, practice active listening and information gathering, and then your ability to reflect and discuss what you learned from the experience. Avoid expressing anything stronger than a professional difference of opinion with the colleague in question.What changes have you contributed to established practices to improve patient care?If you’re asked this question in an interview, the interviewer is looking at your ability to take initiative, go beyond your routine, think critically and proactively about patient care protocols, and exercising excellent judgment about their implementation. It’s also likely you had to work closely with colleagues to get your changes implemented- be ready to highlight the valuable aspects of that process as well.And finally, four questions that all evaluate essentially the same abilities:Tell me about a challenging problem you faced in your previous job. How did you deal with it?Nursing work often involves a number of daily frustrations. Tell me about some of the frustrations you have dealt with recently.Take me through a typical day in your previous job.How do you manage high stress situations? Give me an example.These last questions test to see if you have an alert mind, evolved stress-management skills, the ability to reflect and assess daily responsibilities, and a degree of self-awareness. Make sure you have specific stories you can reference that showcase the best of your abilities. Practice with a f riend to get low-stakes exposure to how you’ll feel on your actual interview day.Good luck!

How does Charlotte Bronte create sympathy for Jane in the first two chapters Essay Example

How does Charlotte Bronte create sympathy for Jane in the first two chapters Essay Example How does Charlotte Bronte create sympathy for Jane in the first two chapters Essay How does Charlotte Bronte create sympathy for Jane in the first two chapters Essay Essay Topic: Charlotte Temple House Of Mirth Literature Charlotte Bronte takes her reader on an emotional journey through the life of her eponymous heroine – Jane Eyre. Through this journey the reader learns all about Jane’s distressing experiences and elated peaks, making the reader develop sympathy and empathy for her. Bronte sets out her story using a first person narrative of Jane speaking through a retrospective voice. The first person narrative enables us to connect with Jane and understand all the elements of Jane’s character whilst looking back from her fears of childhood to her love for the mysterious, sardonic Mr Rochester. Bronte opens her novel ‘Jane Eyre’ and already you can identify the realistic element. Bronte uses three categories that base around ‘Jane Eyre’; Realistic, gothic and romantic to show all the different sides of Jane’s journey and to encourage us to feel connected to Jane. When reading chapter one and two of Bronte’s novel we begin to understand Jane’s position in the Reeds family life style. Although family (Mrs. Reed being Jane’s aunt) she is regarded as an animal not one of them. Aunt Reed (and her children) has been told to look after Jane by her husband before he died although Mrs. Reed doesn’t keep this wish entirely fulfilled and excludes Jane from their family. Jane however seems to understand Mrs. Reed’s actions and thinks of it as a normal situation â€Å"the consciousness of my physical inferiority† Bronte begins by exploring the realistic element of Jane’s life. Bronte creates an atmosphere and vivid setting detailed and precisely delivered through Jane’s first person narrative voice. Jane shares with us a retrospective view on her past occasionally bringing us back into reality by using Jane’s older narrative voice. Bronte includes direct speech this also creates the realistic atmosphere that Jane is only aware she is surrounded in. Jane tells us of how she use to enjoy reading books and how for them moments she was happy in her own way. As she tells us in a realistic view a happy atmosphere is produced. We begin to feel connected emotionally to this little girl who goes on with being abused by her family as we are about to find out. John Reed enters, tearing down the happy atmosphere and replacing it with a cold and aggressive surrounding. â€Å"Boh! Madame Mope! Jane expresses to the reader just how much she feared her cousin, John Reed as a child â€Å"every nerve in my body feared him† As Charlotte Bronte builds up the suspension we begin to see the next category, gothic. John Reed is described by Jane Eyre as â€Å"not quick either of vision or conception† She is furious with him, how can he behave so ignorant and still be â€Å"my little darling† as Mrs Reed called him. Jane sets a clear image of her cousin in a gross manner, going into deep description of John Reed. Jane is constantly abused by John Reed which usually she endured. He bullied and punished me† John intentionally hurts Jane on this particular day by pre planning to hurtle a book towards her however Jane gets blamed as always due to her burst of passionate behaviour â€Å"wicked cruel boy† She yelled. For this she is punished by being sent to the ghostly red room. Bronte very cleverly used the colour red to associate with this horrible room where she gets locked away when she’s naughty. Using the term ‘red room’ makes us think of all the things linked to the colour red for example danger. Chapter one ends on a cliff hanger making us even more eager to carry on to chapter two. Jane is thrown into the red room on an unfair sentence and although she is a part of their family she is still thought as inferior. â€Å"You are less than a servant† abbot the maid tells Jane. The red room is â€Å"the largest and stateliest chambers† which makes it all the scarier for Jane. Her surroundings are all very dark and red. She describes the bed with massive mahogany pillars supporting it, red draped curtains and a vibrant white bed cover. The bed â€Å"stood out like a tabernacle† this makes Jane and the reader at once feel like Jane is the victim that is going to be sacrificed. Bronte uses a repetitive description of the atmosphere of the red room. â€Å"This room was chill, because it seldom had a fire; it was silent, because remote from the nursery and kitchen; solemn, because it was known to be seldom entered† this makes it more tense and thrilling. Her uncle – Mr Reed – died in this room that makes it so much more cold and scary as Jane thinks his ghost may come down to fetch her. Jane is a tiny object standing in the middle of a cold dark room with high wardrobes and drawers. However Jane is still not scared yet, she is angry. Her passionate side overruling her innocent side, Jane is resentful towards her cousins. However as her surroundings break through and she begins to feel scared se starts to believe that she is a wicked cruel and passionate girl. A she is sitting down on the stool she sees a white light appear on the wall rising and finally settling above her head. From and older Jane’s point of view she explains how it was really a gardener carrying a light (the realistic element) however Jane at ten years old is a very superstitious scared girl â€Å"prepared as my mind was for horror†, so when she sees the light appear she believes it’s her uncle that has come back to haunt her and take her away. Even though beforehand Jane’s older narrative explained to us what really happened we can’t help but still feel as scared and sorry for this little girl. Although she does scream and help does come however with the worst possible outcome. â€Å"What is all this† Mrs Reed says peremptorily. Bronte used pathetic fallacy to describe Mrs Reed â€Å"her gown rustling stormily† which conveys an exaggerated image to show Mrs Reeds personality as a first impression. Mrs Reed does not believe the story Jane tells her about the ghost, and locks Jane in the Red Room for another hour, this creates sympathy for Jane as we discover Mrs Reed’s character and we are immediately turned against her and sympathising with Jane for her bad treatment. The romantic category input in chapters one and two, is the passionate angry side of Jane. She is constantly stated an outcast in Mrs Reeds and the rest of her company – â€Å"you are less than a servant†. This makes Jane a target for all unnecessarily harsh comments lowering her self confidence and replacing it with anger and passion to fight back, however little she may seem. Jane being mistreated and constantly named in different categories for example – ‘Mad cat’ and thought to have â€Å"virulent passions† this leads her own mind to start thinking that she is a cruel and passionate girl, making her act in that way. After along time of enduring John reeds harsh lashings she breaks out, and as soon as that happens we feel instantly happy for her. Although she is to blame as she starts furiously kicking back as John hits her. â€Å"Did you ever see such a picture of passion† Mrs Abbot cries as she has to hold Jane down due to her loud eruption. When the apothecary comes to see Jane as she is ill, he advises Mrs Reed to take her to a school, which she accepts and applies Jane at Lowood school. Mr Brocklehurst, who is master of the school, comes to see Jane. This is another character Bronte uses to intertwine with Jane’s life and makes us develop sympathy. Bronte uses descriptive writing to engage with Jane’s feelings as a little girl. She describes him as a pillar with harsh features, this immediately indicates that he is not a good acquaintance to Jane, before he has even spoke. Jane when entering the room where Mr. Brocklehurst is talking to Mrs Reed is immediately interrogated; he already is forcing a Christian belief on Jane, and questioning her of her knowledge of ‘good little girls’ Mr Brocklehurst after accounting Mrs Reed claims that Jane has a ‘wicked heart. ’ Mrs Reed ruins all hope for Jane before she even sets out to Lowood, this makes us slightly scared about what she will face at Lowood. When Jane was due to leave for Lowood, she did. It is winter when she leaves and still dark, this builds up the tension about what will face her at Lowood, however we are pleased for her to leave Gateshead. Jane arrives at Lowood late in the night and is met by Miss Temple. Miss Temple is affectionate towards – touching her cheek, considering Bronte is using a retrospective technique it shows how much Jane remembers that first sign of affection. The following morning during lessons, Mr Brocklehurst visits to scrutinize the girls. Jane is trying her best to make her completely invisible, but however she displaces her chalk board and making a loud noise she is no longer invisible, â€Å"a careless girl! † she is placed on a stool in front of the whole assemblage, â€Å"this girl is – a liar! † she feels humiliated as she is punished for no one to speak to her, this makes the reader feel sympathy as we feel Mr Brocklehurst has completely alienated Jane. However Jane is not completely alienated and befriends a girl, Helen Burns. Helen encourages Jane not to be so passionate and to accept and endure the punishment that is dealt to her. She teaches Jane valuable lessons, about how Jane must change her passionate nature and replace it with a peaceful mind. She tells Jane about God and Jane is intrigued by Helens dignity. We are glad for Jane as she finds company and as well as Helen she has Miss Temple who acts like a mother figure to them both. â€Å"I would not now have exchanged Lowood with all its privations, for Gateshead and its daily luxuries† this shows how she Jane is happy at Lowood and we feel a sense of relief for her. However as her happiness grows, an outbreak of sickness (typhus) falls upon Lowood infecting a majority of the girls. Helen is taken ill; Jane is very distressed during the vacation of her friend. Time passes and after weeks of not seeing Helen, Jane is desperate to see her. Placing her dress over her night clothes she sets out to find Helen. Helen is in Miss Temples room, as being the most serious case. Jane creeps in and stands by Helens sick-crib. When Jane awakens Helen she seems placid and not in pain, and very happy to see Jane. Helen talks of her last home and how Jane must bid her goodbye; the reader at this moment is feeling sympathy for Jane as she lies by her friend, tension build as they talk peacefully. She seems dearer to me than ever† this expresses how Jane nurtures Helen at this point and can feel her becoming vulnerable in front of her. They are very affectionate towards each other which show how their relationship has developed. After talking of Helens future to God, Jane nestles beside Helen and they fall asleep. Jane awakes to find herself being carried by someone away from Helen as she is set down into her own dormitory she realises â€Å"I was asleep and Helen was – dead. † The short pause between was and dead emphasises the mood of Jane as she remembers this, still hurt by her friend dying there in her arms. We feel overwhelming sympathy for Jane at this moment as she has lost her first friend. However Jane still remembers what Helen taught her; to be humble, patient, forgiving and to hide her temper. We can see these teachings later throughout the novel. After Helen dies, there is a time gap of eight years. This shows how much Helens death has affected Jane – â€Å"I now pass a space of eight years in silence† the silence emphasises her grieving process towards her friend. Jane is now eighteen and is still at Lowood, however has moved on and has become a teacher. She is still very close with Miss Temple however; after miss temple leaves to get married she becomes lonely and decided to apply for a job as a governess. She eventually gets a reply asking her to teach a little French girl, called Adele. She sets of to Thornfield which is where her placement as a governess is. When she arrives at Thornfield she is met by Miss Fairfax (the house keeper) and the following morning meets Adele. Mrs Fairfax gives her a tour of Thornfield and whilst looking around hears an odd laugh that’s mirthless and preternatural, she asks Miss Fairfax what the noise is and she simply Sais it is Grace Poole a servant. However as time passes in Thornfield she continues to here the eccentric cackle. October, November and December passed, she decided on one particular day to go for a walk and send a letter for Mrs Fairfax. Bronte uses techniques such as pathetic fallacy to build up tension, â€Å"the ground was hard, the air was still, my road was lonely† the way Bronte uses theses three short statements creates the whole atmosphere surrounding Jane and emphasises the statements more. The path she is walking on is completely desolate, all the wildlife has stopped still over winter, so as she walks alone through the soundless path we begin to feel tension. She sits down for a while whilst she collects herself, there is a sheet of ice covering the causeway and she describes her view of the sun balancing in front of the sky. She suddenly hears a horse making its way towards the causeway where she sits. Her retrospective voice enters the gothic situation â€Å"in those days I was young, and all sorts of fancies bright and dark tenated my mind† she has certain recalls of her childhood, which shows how much impact the Reed family had on her. She continues to hear the horse and hear rustlings near the path before a huge dog is in sight and passes Jane; behind it is a horse with a rider on its back. As Jane is leaving the horse and rider slip on the ice, she turns to them and walks over. The traveller is not a pleasant man as Jane find out and declares that Jane is a witch. However Jane continues to help him ignoring the rude temperament of the traveller. She tells the reader how if he’d been a handsome young man she would of never had dared to stand questioning him against his own will. Although the traveller is past youth and is not handsome, this usually puts Jane at ease. This indicates how Jane is used to bad tempered people and prefers being around them she has only known people with that nature. After they have conversation about Jane’s position and where she comes from, he mounts his house and rides away. When she walks on she questions her acquaintance with the mysterious traveller, â€Å"it was an incident of no moment, no romance, no interest in sense; yet it marked with change one single hour of a monotonous life† she feels excited by the stranger and likes how it has changed her feelings of her ‘monotonous life. ’ After her walks event she doesn’t want to re-enter Thornfield, this shows how much the little conversation changed her usual quite life. When she does enter Thornfield she is astonished to find the same dog from the causeway in the kitchen, she realises that the traveller was in fact Mr Rochester. Mr Rochester and Jane develop a good relationship over time, he often calls for her as company and they go on walks together around the building. One night Jane hears the strange devious laugh outside her door, she opens her door expecting pilot however there is no one there. This builds up tension as we wonder what will happen next. She sees a chain of smoke coming from Mr Rochester’s room and runs there quickly; Jane acts quickly and after pouring water over the fire and Mr Rochester, he awakens. â€Å"I knew you would do me good in some way, at some time; I saw it in your eyes when I first beheld you† Mr Rochester starts to show first signs of affection towards Jane. She recalls how he touched her hand and how she felt so overwhelmed, it is at that moment where we can begin to see the start of her love for Mr Rochester. We as the reader are so pleased for Jane at this moment however like always she is interrupted. When going down to breakfast the following morning she is told that Mr Rochester has left to visit Blanche Ingram – who he is looking to be his wife. However Mr Rochester does return, but with company. Blanche Ingram and others come to stay at Thornfield Hall; there are parties and entertainment most nights which Jane must attend to look after Adele. We feel immediate sympathy for Jane as she is constantly judged by the guests making her feel that her love for Mr Rochester is totally irrelevant and ridiculous as she is in a whole other class, however she is still forced upon seeing Mr Rochester and Blanche together. As time passes and Mr Rochester’s guest are still accommodated at Thornfield a strange guest arrives, on arrival Mr Rochester is already very concerned and in distress at his appearance. During the night Mr Rochester comes to Jane’s door and requests that she come and nurse for Mason who has after gone to bed has been bitten and attacked by to Jane some sort of monster. â€Å"She sucked the blood: she said she’d drain my heart,† Jane has to sit and nurse Mason on her own whilst Mr Rochester goes out in search for a doctor. I think this shows Jane’s courage to sit through with someone who has been attacked by a ‘monster’ in the next room. Mr Mason leaves the following morning, early; parties carry on as before at Thornfield. Jane receives a letter from Bessie to ask her to come back to see Mrs Reed as she has called for her as she is very ill. After Mr Rochester’s approval, Jane takes a carriage and arrives at Gateshead to see her Aunt. She talks to Mrs Reed who explains to her why she has hated Jane so much, Jane endures this and stays calm pushing down her passionate nature. A month passes – when Mrs Reed dies. Jane returns to Thornfield expecting her time there short due to the marriage of Mr Rochester and Blanche Ingram however she witnesses no meetings of the two, and notices how Mr Rochester calls for Jane often to accompany him. â€Å"never had I loved him so well† Jane is still in love with Mr Rochester but thinks that he does not love her back we feel sympathy for Jane here as she sits back and lets the ‘marriage’ continue, regardless of her love for Mr Rochester. One evening Jane takes a walk around Thornfield, Bronte once again uses pathetic fallacy to reflect Jane’s mood. Jane is admiring the garden when Mr Rochester’s comes out and joins her. Jane is not totally secure with being with Mr Rochester so soon near the date of his wedding. Mr Rochester is constantly testing Jane trying to see if he loves her back as we find out later on. Jane wishes to leave Thornfield when Blanche and Mr Rochester are married, so he tells Jane how he has found a place for her in Ireland. When he asks her why she rejects the offer she says unwillingly â€Å"from you, sir† this is the small outbreak where Jane expresses her feeling to Mr Rochester. We begin to feel tension again as Bronte builds up to Jane’s main outburst. Jane tells Mr Rochester how much she loves Thornfield – how she is not â€Å"buried with inferior minds† Mr Rochester has treated her like anyone else. Bronte uses rhetorical questions in Jane’s speech to add impact to her burst of passion and how she has become more powerful in speaking her mind towards her master. As Jane becomes more and more powerful Mr Rochester starts to become more and more weak he lets out he asks her to come to his side as is wife. Jane accepts the proposal and is overjoyed with the arrangement; they are to get married as soon as possible. Bronte uses pathetic fallacy to add tension to the unknown future in front of them as that night there is a storm, a strong overpowering storm. The storm strikes the tree they were seated at in half, I think this is to emphasise their choice’s made to marry, and to reflect that something bad will happen. Jane stands as independent women towards Mr Rochester due to his difference in nature towards Jane after they agree to marry. He wants to dress her in rich dresses and race her to an image Jane is not comfortable with. Jane declares that she wants to be independent she will carry on working for Mr Rochester after they marry and the money he gives her will be the money she will use to buy herself the necessities. She wants to be totally equal with him, however she does agree for him to buy the wedding dress and veil. After buying the wedding dress and veil, Mr Rochester leaves on horse, whilst Mr Rochester is vacant Jane sees something in her sleep, she tells Mr Rochester that was someone was in her room.

Youth Gangs Essay Example | Topics and Well Written Essays - 1500 words

Youth Gangs - Essay Example Thrasher (1927), says in the â€Å"Gang† that, â€Å"they may have emerged spontaneously from adolescent play groups as a collective response to urban condition in this country† While others, suggests that gangs emerged after the Mexican revolution in 1813†. As to why and how they were manifested, ‘gangs may have frown out of difficulties Mexican youth encountered with social and cultural adjustment to the American way of life under extremely poor conditions in the southwest†. Gangs appeared to have spread to New England in the early 1800’s as the industrial revolution gained momentum in the first large cities in the United States: New York, Boston and Philadelphia. Miller observed, the United States has seen four distinct periods of gang growth and peak activity; the late 1800’s, the 1920’s, the 1960’s and the 1990’s†. According to Klien, â€Å"In the modern era, there are a number of trends that have contribu ted to the influence of gang activity, during the 1970’s and 1980’s given heightened mobility, and unfettered access to more lethal weapons, many gangs become more dangerous† According to Miller, â€Å"Gang fights oreviously involved fist fights or brass knuckles, but now they increasing involve guns. The growing availability of automobiles, coupled with the use of more lethal weapons, fueled the growth of drive-by shootings, a tactic which formerly took the form of on foot hit and run forays†.... older members than before"(Miller, 1992 Spergel,1995) According to Sanchez-Jankowski 1991; Skolnick et al, 1988; Taylor 1989, "some youth gangs appear to have been transformed into entrepreneurial organizations by the crack cocaine epidemic that began in the mid-1980's. However, Howell and Decker in press) contend that, "the extent to which they have become drug trafficking organizations is unclear" According to Curry and Decker 1998, "The average age of youth gang members is about 17 to 18 years", but tends to be older in cities where gangs have been in existence longer, like Chicago and Los Angeles" The typical age range is 12 to 24. Although more younger members are becoming more prevalent, it is the older membership that has increased the most"(Hagerdorn, 1988; Moore,1990, Spergel, 1995) "Male gang members outnumber females by a wide margin, and this span is greater in late adolescence than in early adolescence"(Miller, 1992; Moore, 1978). "Gangs vary in size by type of gang. Traditional (large, enduring, territorial) gangs average about 180 members"(Klien and Maxson 1996). As per Block and Block, 1993, and Spergel, 1995, "In large cities gangs number in the thousands" In the 19th century, youth gangs in the United States were primarily Irish, Jewish and Italian"(Haskins, 1974; Sante,1991) According to a recent national law enforcement survey, the ethnicity of gang members is 48 per cent African-American, 43 per cent3 Hispanic, 5 per cent white, and 4 per cent Asian"(Curry 1996) Bursik and Grasmick (1993) points out that, "despite the

Coca cola gb marketing and economic strategy Assignment

Coca cola gb marketing and economic strategy - Assignment Example UK’s market is very competitive; therefore, there is need for campaign that would increase their customers’ engagement with the brand. Therefore, an online campaign starring a celebrity will allow the audience to know that Coca-Cola is a drink for every people (Young, 2014). The online platforms that could air this campaign are Facebook and Twitter. Coca Cola could stream this campaign in these platforms. Additionally, after streaming of this campaign, Coca Cola could show behind the scenes looks at the company, question-and answer posts, and thoughts about the drink. The hope is to bring Coca Cola close to the people, and to build trust with the customers (Sorenson, 2012). The celebrity used in the campaign has to give his/her testimonial after drinking Coca Cola. Giving a testimonial will add credibility to Coca Cola’s products. Definitely, studies indicate that people desire the same drink as their favourite celebrities (Suttle,

Select a Public Service or Service Industry. Produce a report on Assignment

Select a Public Service or Service Industry. Produce a report on changes in that sector over a period of time' - Assignment Example One general way to view the changes in the public education sector of England is to view recent historical figures for spending in the sector, which, while having been on an uptick since the 1950's, is set to reverse course in the medium term, meaning that for the first time in decades spending in public education in England is expected to grow at a slower pace compared to historical averages (Chowdry and Sibieta, 2011): Graph Source: Chowdry and Sibieta, 2011, p. 3 In the plot above, one can see that relative to base figures for the 1955-1956 period, spending for public education in England has grown through time, while it seems to have plateaued somewhat in terms of the share of education in the country income. In both plots what is evident is that spending is expected to decrease moving forward, raising concerns about the impact of the declines on educational outcomes for students in England's educational system. This is one perspective among many, and have political and environme ntal contexts owing to the fact that the changes in spending have roots in the political and environmental processes in the medium term. The rest of the paper examines these and other changes in the education sector in England through time (Chowdry and Sibieta, 2011; Kwon, 2002; University of London & History of Parliament Trust, 2013; Gillard, 2011). II.Discussion A. The View of Changes from the Earliest Levels of the Public Education System One set of changes through time can be tied to technological developments relating to the understanding of what England needs moving forward and what educators have learned with regard to the need for structure in early education in order to meet England's standards for literacy as well as for numerical competence among the members of the population. The changes tied to this have to do with restructuring the nature of early childhood education, away from traditional structures that allowed for more freedom and less structure in the way young st udents were molded, to introduce more rigor and a greater focus on specific subject areas to prepare children to face the rigors of a more subject-oriented and less student-oriented educational system. These changes are technological too in the sense that inputs for the changes stem from what can be deemed as technological advances in the understanding of the educational needs of England in general and of a better understanding of how the educational system needs to evolve moving forward, via a greater emphasis on standards for measuring learning outcomes (Kwon, 2002). B. Spending per Student, Changes in Enrollment and Faculty Numbers Through Time The plot below tells a story of the evolution of public education in the recent past, with the teacher to student ratio basically staying the same, but the ratio of teaching assistants plus other supporting staff to students having increased over time, a proxy measure of the positive increase in the amount of resources spent for public edu cation in England. The implication of the plot below is that environmental and political factors should have played into increasing the focus on public education in England through the observation period from 1997 all the way to 2010 (Chowdry and Sibieta, 2011): Graph Source: Chowdry and Sibieta, 2011, p. 8 In light of the above, moreover, the following plot detailing the sustained increase in per capita spending per student across different educational levels in England also make sense, and present a

Level of Awareness Regarding Preconception Care

Level of Awareness Regarding Preconception Care Betty Neumans theory was used as Conceptual Framework for the study. Quantitative survey research approach was used. The study was conducted at Saradha College of education, Salem and Govt. Arts College for Women, Salem. 100 samples were recruited by Non Probability convenient Sampling Technique who meets the inclusion criteria. The content validity of tools and Booklet regarding preconception care after marriage was done by 5 experts. 80% agreement was there in tools and booklet modification was made according to their suggestion. The reliability of the tool was also checked using spilt-half method and was found as r=0.89. The pilot study was conducted in Govt.Arts College, Salem with 10 samples. No modifications were made after the pilot study. Data was collected in the month of September, 2010 (14.9.2010- 30.09.2010). Initially the researcher got formal permission from Saradha College of education and in Govt. Arts College for women, Salem. Informed written consent was obtained from each sample after explaining the purpose of the study and was given assurance for keeping the information confidentially. The data was collected by using convenient sampling technique. The baseline assessment of the present health status of the samples was assessed. In this menstrual history, Family history of consanguineous marriage, Family history of high risk pregnancy, Family health history was collected. The hemoglobin was checked with the help of Sahelis Hemoglobinometer. Body Mass Index was also calculated with their respective height and weight. The knowledge regarding awareness on preconception care was assessed by structured knowledge questionnaire. Informational booklet regarding preconception care after marriage was given to the sam ples after the knowledge assessment to improve the knowledge. Data analysis was done by using descriptive and inferential statistics. MAJOR FINDINGS OF THE STUDY I. Findings related to Demographic Variables: Out of 100 samples Majority of the Students:67% were in the age group 20-22years Majority of the Students: 53% were postgraduates Majority of the students: 80% belong to nuclear family Family monthly income of the students: 51% were between ` 2001-6000. Majority of the students were living in rural area: 52% Majority of the students were Hindu: 96% II. Findings related to baseline assessment of the present health status of the samples: Majority of the samples 35% attained menarche in the age of 14 years Regarding menstruation 73% was having regular menstruation. With regard to the discomfort before menstruation 43%were having discomfort before menstruation Regarding pain during menstruation 25%was having pain during menstruation. Majority of the students 33% parents had consanguineous marriage Regarding Family history of high risk pregnancy 34% majority of the students mother/sister had the history of vomiting during pregnancy. Majority of the samples 25%had the family health history of hypertension Regarding body Mass Index 8% were having normal body Mass Index (18.5-24.9kg/m2), 37% were underweight ( With regard to the hemoglobin level measurement 25%were having normal Hemoglobin level (11-12mg/dl), 71% were moderate anemic (9-10mg/dl) and 4% were severe anemic ( III. Findings related to Level of awareness regarding preconception care: Out of 100 samples 37% were having inadequate knowledge regarding preconception care, 61% having moderate knowledge and 2%were having adequate knowledge. The mean score percentage is 49.3 which was revealed that the samples had inadequate knowledge regarding preconception care. IV. Findings related to association with Demographic Variables: There was no significant association with the level of knowledge regarding preconception and their age [à Ã¢â‚¬ ¡2 value=5.0358, Table value = 9.48 and df = 4 at 0.05 level]. There was no significant association with the level of knowledge regarding preconception and their education [à Ã¢â‚¬ ¡2 value=1.817, Table value = 5.99 and df = 2 at 0.05 level] There was no significant association with the level of knowledge regarding preconception and their type of family [à Ã¢â‚¬ ¡2 value=0.525, Table value = 5.99 and df = 2 at 0.05 level]. There was no significant association with the level of knowledge regarding preconception and their family monthly income[à Ã¢â‚¬ ¡2 value=6.8159, Table value = 9.49 and df = 4 at 0.05 level] There was no significant association with the level of knowledge regarding preconception and their religion [à Ã¢â‚¬ ¡2 value=0.424, Table value = 5.99 and df = 2 at 0.05 level] There was significant association with the level of knowledge regarding preconception and their area of residence [à Ã¢â‚¬ ¡2 value=10.2016, Table value =.9.49 and df = 4 at 0.05 level] V. Findings related to responses of the samples after reading the booklet: The responses of the samples after reading the Informational Booklet was assessed, which showed that out of 100 samples, all the samples have read the Informational Booklet. 89 samples really felt that the booklet was highly useful and remaining 11 felt even though it was used further teaching could have more benefitted them. Most useful section felt by the samples were consumption of balanced diet 45%, maintaining normal body weight 61%, folic acid supplementation 78% and stress reduction 27%. IMPLICATIONS The findings of the study have implication in various areas of Nursing practice, Nursing Education, Nursing Administration Nursing research. Nursing Practice: Nurses are involved in all phases of preconception care like prevention, early detection, diagnosis and treatment of anemia and other health related issues before pregnancy. Preconception care is a systematic medical supervision of women before pregnancy. It is a preventive branch of Obstetrics and aims at preserving the physiologic aspect before pregnancy. The preconception care avoids as well as detects any complication before pregnancy at the earliest. Nurses can teach the public to engage in health promotion and health check up to prevent further complication. The study implicates the existing knowledge gap and felt needs for information regarding preconception care, management of anemia and other health related issues among women before pregnancy. It offers an excellent opportunity to the public health nurse, auxillary nurse, the midwives, all health workers in urban and rural areas to give information and education in order to promote positive attitude among women about preconception care. Nursing Education: Maternal and Child Health care is the primary goal for both in Obstetric and Gynecological Nursing and Community Health Nursing. In nursing schools, Colleges and other Nursing Educational Institutions the students should be adequately prepared to provide mass health education programme to improve level of knowledge regarding preconception care. This will help to reduce the health related problem in concern with the pregnancy. The curriculum should add various practical programmes to make the student more aware about the importance of screening and prevention of anemia and other health related issues in the early period itself. The findings of the study will help the Nurses, those who are working in teaching area to prepare the students to acquire more knowledge regarding preconception care. The nurse educators must prepare students in both diploma degree levels for educating regarding preconception care. It will help the students to understand the importance of preconception care. Teaching about preconception care provides an opportunity to start an open discussion on doubts regarding it. Nursing students should be equipped with upto date knowledge regarding preconception care. This will help in reducing the number of pregnancy related issues in future. Nursing Administration: Nursing administration take care initiation in creating policies plans in providing education regarding preconception care and its practices to the women before pregnancy. Health professionals are playing vital role in providing education to the students. Nursing personnel should be prepared to take leadership role in educating the Nurses, Community health workers other health personnel to provide health education regarding preconception care to the women. The nurse administrator should take adequate steps in formulating policies and standing protocols in providing patient education regarding preconception care Nurse administer have to make care plan according to needs of people. The study findings will help the nurse administrators to conduct regular health education programme to prepare the staff nurses. The nurse administrator should organize continuing education programme or in service education for staff nurse regarding preconception care. Nursing Research: The study revealed that the mean score percentage was 49.3 which revealed that the samples were having inadequate knowledge regarding preconception care. It emphasizes a great need for research in creating awareness regarding preconception care among the unmarried students after marriage. There is a need to conduct longitudinal studies to find out the level of awareness regarding preconception care. In India the studies regarding preconception care was very less. Such study should be done to improve the knowledge of the women and to have the better future. So the findings of the study can be utilized or motivated for conducting further research in future to improve the level of knowledge regarding preconception care. LIMITATION Generalisation of the study was limited in the samples only. RECOMMENDATIONS A similar study can be conducted with large number of samples. A similar study can be conducted with control group and experimental group A interventional study can also be conducted to know the effectiveness of measures used to improve the knowledge regarding preconception care

Social Networks Essay -- Social Issues, Technology

Over the past decade the internet has become a important part of everyday life by people of all ages. The internet is used for a variety of purposes, such as finding information, buying and selling products, watching television shows, finding friendships and searching for entertainment, but the main use for the internet is communication. Three quarters of American adults have been online, with even more teens (93%). Almost all of those internet users say their main purpose for going online is for communication (Correa, Hinsley, Zuniga 2010, cited in Jones and Fox 2009, Pg 247). With the introduction of social networking sites such as Facebook, My Space, Twitter and various smaller community based social networking sites it has made the ability of communicating so easy and accessible that people are able 'to sit in one place and know about what is going on somewhere else in the world related to your friend / group / community network' (Nair 2009, Pg 52). This essay will focus on ho w social networking sites play an integral part of everyday communication in society today and will focus on both the positive and negative effects that social networking sites are also presenting in society today. This essay will finally inform how it is not just the younger generation who use social networking sites to build relationships but how the older generation are taking advantage of social networking sites to form and maintain relationships with one another. During the past decade there has been an influx of social networking sites, which have become an essential element of everyday society. Social networking sites enable the ability to share and create information, form personal as well as business relationships, find romantic relationsh... ...r groups? A comparison between UK, Spain and Japan', Journal of Youth Studies, Vol 14, No 1, pp 91-108, Taylor & Francis Online, EBSCOhost, viewed 15th December 2011. Nair, N 2009, '"Social Networking" on the Generation Next', SCMS Journal of Indian Management, Vol 6, No 3, pp 43-52, Business Source Complete, EBSCOhost, viewed 15th December 2011. Pfeil, U, Zaphiris, P & Wilson S 2009, Older adults' perceptions and experiences of online social support', Interacting with Computers, Vol 21, No 3, pp 159-172, Academic Search Complete, EBSCOhost, viewed 3rd January 2012. Zhong, B, Hardin, M & Sun, T 2011, 'Less effortful thinking leads to more social networking? The associations between the use of social network sites and personality traits', Computers in Human Behavioiur, Vol 27, No 3, pp 1265-1271, Academic Search Complete, EBSCOhost, viewed 31st January 2011.