Assignment 8 Essay Example | Topics and Well Written Essays - 750 words - 1

Assignment 8 - Essay Example Through, personal experience, interviewing and observation, a possible solution to the current state of affairs in the university’s system can be improved for the benefit of the students and the university Previous studies have shown that the quality of education or work in an institution can be improved if a variety of activities and courses exist. The morale of the students and the quality of education is also determined by the existing structures in an institution. Trent University has limited its ability of providing quality education in certain fields because of its inconsistent programs. Consistency provides value addition because of the maintenance of standards. This paper aims at providing some clear benefits that a review in the current system will achieve for Trent University. This consultation report will therefore provide a guideline on how to pursue the changes that can be applied to the university. The scope of this project aims at providing the students with a chance of pursuing their desired courses without being forced to pursue courses that they did not have in mind. This system will be flexible so that changing courses for a student will be their own prerogative and not because they lack other options. Availability of options for the students to change courses ensures that the university offers enough courses hence the intake of students will also increase. The current system is as depicted in Diagram 3 (Appendix C). The decision support system will therefore provide guidance to students into picking the courses that are in their G.P.A range and their qualifications. The system will also be instrumental in ensuring that courses are scheduled in a balanced manner giving major courses and short courses including electives different scheduling. The short courses will be placed in appropriate times like during summer and holidays or fixed in appropriate times like weekends. The implementation of this

Arts in Our Lives Essay Example | Topics and Well Written Essays - 500 words

Arts in Our Lives - Essay Example One observed that women had been portrayed in different art works both as the subject or the model, and as the artist. Either way, the talents and skills manifested by women artists could be deemed at par with their male counterparts. The works are very inspirational and one strongly believes that even viewers who do not have some inclination in the arts could not help but appreciate these art works in colorful and vivid designs. The experience was therefore very educational and informative. The Pearl Jam concert was viewed online and was noted to have been held on the 31st of March, this year, at the Lollapalooza Festival at Sao Paolo in Brazil (Concerts Videos). One had actually attended other concerts and believe that the atmosphere of being amongst the crowd is significantly different, as compared to viewing the concert online. However, one could view that there was much power and intent enthusiasm in the crowd as manifested by the highly responsive audience. Since Pearl Jam is an alternative rock band, the songs were full of energy, dancing, singing with the lead singer, and vividly showing genuine enthusiasm for the band. From the audience, one could see that male and female are both fans of the band and therefore exemplifies that music knows no bounds on terms of gender, racial or ethnic orientation, or demographic factors. Finally, the film Man of Steel is another Superman movie of contemporary times. Since one had been a fan of Superman ever since the character appeared in comic books and had been shown in previous films, the new film was no exception to the heightened anticipation and elation that was felt for the super hero. Although one thought that the film could not possibly detract from the previous plot, the new actor who assumed the role of Superman, Henry Cavill, was very effective in enticing

Carrying a Concealed Handgun Essay Example for Free

Carrying a Concealed Handgun Essay Carrying a concealed handgun is widely argued. It is legal in 49 states. Many people think carrying a gun will increase crime and start public shootouts. This is not the case. Carrying a concealed handgun is okay. It is also a right protected by the Constitution. In District of Columbia v. Heller (2008), the Supreme Court ruled that the Second Amendment protects â€Å"the individual right to possess and carry weapons in case of confrontation. This meaning is strongly confirmed by the historical background of the Second Amendment. † Handguns aren’t given to just anyone that walks in. The Gun Control Act of 1968 limits who can receive a handgun. Criminals cannot receive permits to carry a concealed handgun. Law enforcement agencies do background checks to ensure they are allowing the right people to carry a handgun. The mentally ill are also included in the Gun Control Act. If someone commits a crime with a legal carry permit, they would do it whether the handgun was legal or not. This doesn’t happen often though. According to ConcealedGuns.ProCon.org, only .003 % of murders between May 2007 and March 2010 were committed by handgun permit holders. The website also shows that the â€Å"general public is 5.7 times more likely to be arrested for violent offenses and 13.5 times more likely to be arrested for non-violent offenses, than concealed carry weapon permit holders.† Concealed handgun permit holders are, for the most part, good people. Some do lose their permits but permit revocation rates are very low. The Wisconsin Policy Research Institute Report, Concealed Carry Legislation, shares this data: -In 2004, Utah had a permit revocation rate of .4% -From 1986-2003, Kentucky had a permit revocation rate of .8% -In 2001, Indiana had a permit revocation rate of .2% -From 1995 to 2005, NorthCarolina had a permit revocation rate of .1% -From 1995-2006, Virginia had a permit revocation rate of .2% -From 1994-1996, Wyoming had a permit revocation rate of .2% -From 1996-1999, Oklahoma had a permit revocation rate of .2% This data clearly shows that only a very small group of people do something to have their permit revoked. It also means that a vast majority of permit holders are responsible, law abiding citizens. The handgun itself doesn’t have to do the defending. If a criminal knows that individuals can carry handguns, they are less likely to attack, which helps the public as a whole. If someone carrying a handgun and is attacked, the attacker usually retreats when the handgun is drawn. The police do not have to protect us. According to www.nraila.org, the Warren v. District of Columbia (1981) court ruled that â€Å"official police personnel and the government employing them are not generally liable to victims of criminal acts for failure to provide adequate police protection . . . a government and its agents are under no general duty to provide public services, such as police protection, to any particular citizen.† Also, the court ruled in Bowers v. DeVito (1982) that â€Å"[T]here is no constitutional right to be protected by the state against being murdered by criminals or madmen.† The government cannot guarantee the safety of everyone. Personal protection is important. Carrying a handgun also makes the carrier feel safe. Americans should not be scared going outside at night or walking through certain neighborhoods. Concealed handguns could also aid in public shooting sprees. If the individuals in the Virginia Tech or any other public shooting massacre had been armed, the spree could have ended much sooner. Some believe the massacre would have been made worse but what could be worse than a 32-victim massacre? Most of the victims were of legal age to possess a firearm. If they had been allowed a handgun on campus, could lives have been saved? I strongly believe so. With that said, this doesn’t mean people should run around as vigilantes hunting down criminals. The concealed carry permit holders are not the police. They do not have the authority to shoot just anyone. There are laws that make sure this doesn’t happen. Handguns would just be used for defense. Although you can’t run around fighting crime, your situational awareness while carrying a handgun will go up. You know that you are carrying and anyone else can be carrying too. This situational awareness can help you deal with bad situations or even prevent them. How do schools fit into this? Legally, a person with a concealed handgun cannot be within one thousand feet of a K-12 school. For the most part, concealed weapons are not allowed on college campuses either. This creates a large upset in the college community. Very few colleges have allowed students to carry concealed weapons. There have been no problems. Twelve schools, from Virginia, Colorado, and Utah, have allowed students with handgun permits to carry them on campus. Not one of these schools has had a handgun-related problem. This includes murder, suicide, threats, and handgun theft. Some believe that carrying handguns will distract students from the educational environment. These handguns are concealed. People should not know if you are carrying one or not. The students aren’t distracted in their daily lives by handgun permit holders so why should the college campus be any different? The same goes for the argument that guns and crowded schools don’t mix. Public areas are crowded too. College students are adults. A twenty one year old who is not in college can have a concealed handgun so why can’t an individual who is in college have one? They know what they are doing. They still have to follow the handgun laws like any other permit holder. College life may be defined with alcohol and drugs but the law doesn’t make exceptions for college parties. If an individual is intoxicated, they cannot be carrying their weapon. In the end, handguns are not a bad thing to carry. They can protect you in many ways. Crime rates may drop if criminals are too scared to attack. Carrying a concealed handgun is a right given to Americans. It should not be wasted. Almost all legal permit holders are law abiding. Guns can help.

Produce Text Incorporating Three Patches On Professional Understanding Nursing Essay

Produce Text Incorporating Three Patches On Professional Understanding Nursing Essay The aim of this assessment is to produce a patch work text incorporating three patches on professional understanding. I am a second year Diagnostic Radiography student on a Inter professional programme working within the NHS. Radiography as a profession is very diverse and requires good communication among the inter-professional team. Diagnostic Radiography uses X-rays, Computerised Tomography (CT), Fluoroscopy, Nuclear Medicine, Ultra Sound and Magnetic Resonance Imaging (MRI) to generate images of bones and organs. Within this profession there are many aspects of ionising radiation that can be covered in one department; these aspects come under different modalities, many of which are mentioned above. The primary role of the radiographer is to diagnose injury or disease within the human body with the aid of these modalities using ionising radiation. As a professional body that is in control of Radiation exposure, there are regulations and guidelines I must adhere to. Such as the radiation protection legislation and the code of professional standards and conduct in accordance with the Society of Radiographers (SoR), who are the radiographers governing body. IRMER, The ionising radiation (medical exposure) regulations, lay down the basic measures for the, health protection of individuals against the dangers of ionising radiation in relation to medical exposure. This applies to anyone working with radiation within a medical environment and provides safe working surrounding s for both the radiographer and the patient. I am also bound to ten statements found within the code of conduct for radiography which exemplify the, principles of professionalism, professional responsibility and accountability. These codes and regulations are not only set in place to ensure good practice but to also protect the patient and provide excellent patie nt care. Professional Understanding Patch 1 It is on reflection of my profession and these conducts that I wish to evaluate my role and contribution to the inter-professional team with the Gibbs reflective framework 1988 being used as my guide for reflection (see appendix), as this cycle, encourages you to think systematically about the phases of an experience or activity,'(Gibbs 1988). Whilst working within the confinements of the NHS I have unfortunately stereotyped many of my colleagues and feel I do not appreciate the true meaning of collaborative practice An Interprofessional process for communication and decision making that enables the separate and shared knowledge and skills of care providers to synergistically influence the client/patient care provided, (Jones Way, 2000). As after all, we all share as professionals the priority to make the care of people our first concern, treating them as individuals and respecting their dignity, (NMC 2008) As I look back over my practical experience I can see that it was pure naivety mixed with focused ambition which caused me to initially stereotype my colleagues. I was so intent on progressing through my degree that my main focus was on what I was learning in relation to radiography, by means of what images I was producing and whether or not they where diagnostic. My focus was on insuring I wasnt missing any vital pathology or fractures and on learning more of the anatomy so I could truly understand what I was looking for and why. It was this original determination that diminished the bigger picture for me, as I was unable to see the impact that as a professional I was having not just on the patient but on how the patients treatment will be managed and by who. The fact that I had little to no interaction with paediatric or adult nurses also contributed to this problem, but this was my own fault as I ignored these chances when they arose as I felt they would inhibit my main priority. So unfortunately to me my colleagues where still labelled as either subservient, handmaidens of the physician (Pillitteri Ackerman, 1993) or the childish, plays all the time nurse as there was no interest or need on my behalf to change this erroneous view. Ironically it was these views that would inhibit my professional development as in order for me to progress in the way I desired and become the best professional I could be I needed to appreciate my colleagues and work together with, one or more members of the health care team who each make a unique contribution to achieving a common goal, (CNO 2008). It wasnt until professional issues arose on placement that I began to question why I had labelled my colleagues this way, my first thought was through slapstick comedy and the media, regardless of the reason I was sure these were labels I wanted removed. Through both practical experience and academic modules I was slowly able to gain more of an insight into the roles and responsibilities of both child and adult nurses and although there are obvious differences, the main being that I work with and administer radiation and they dont, I found I was writing more similarities. The Code of Conducts that each individual professional is bound by provides these similarities but its our personal views on each profession and our lack of understanding that causes the stereotypes. Through understanding my own codes of conduct, ten statements set by the Society of Radiographers (SoR) and by comparing those with the codes set forth by the Nursing and Midwifery Council (NMC) and the Royal College of Paediatrics and Child Health (RCPCH), the main similarity between the professions is clearly visible, as both documents publicly set out, the underpinning values and principles to promote, maintain and disseminate the highest standards of behaviour in order to enhance the good standing and reputation, (SoR 2004) of that profession and both also endorse the importance of working with others to, protect and promote the health and wellbeing of those in your care, (NMC). It became clear to me that although our individual professions dictate our role within the practical setting the codes and legislations we each adhere to entwine. As it is our collaboration with other health care professionals that promote and maintain patient centred practice, providing the patient with the right care at the highest quality. As an adult nurse provides care to support the recovery of patients, I as a radiographer diagnose disease and am responsible for the examination of patients using radiation. These differences help me to define myself as a professional, but it is through the collaboration with others that I am made more individual. As individuals we each have a specific role to play but as a collective our roles are so much more important, as we would not be able to fulfil our purpose of making the care of people our primary concern without the help of other professional bodies. 825 words Patch 2 Team work or team working can be defined as a certain number of people who have shared objectives at work and who cooperate, on a permanent or temporary basis, to achieve those objectives in a way that allows each individual to make a distinctive contribution, (CIPD 2010).This meant that traditional hierarchical forms were gradually replaced with employees that were expected to fulfil a variety of roles, now known as collaborative practice. Marc Alperstein and Amà ©lie Scalercio have constructed a piece of art, Collaborative Works, (see appendix) that I feel embodies this transition and highlights the individual issues that surround collaboration. The picture itself seems to document a conversation or argument that exists between two wills who are struggling to impose their presence or mark into an act. It is necessary that these works engage in collaborative practice to record the struggle that ensues in this dynamic exchange, one that could not exist if operating in solitude, (Art ist statement). The image almost mimics what occurs within the confines of a hospital environment, as it demonstrates that without Interprofessional working we would not be able to fulfil our collective role of good patient management and care. Making a difference, (DH 1999) suggests that effective care is the product of interagency working, where professionals work in collaboration to provide care which is designed to meet the needs of the patient. This concept was further promoted with the publication of The NHS Plan (DH 2000a) a ten year programme of reform practice. The NHS Plan (DH 2000a) aimed to create a service designed around patient needs, encouraging professionals to work together. Collaboration however, does not come without its constraints, as portrayed in the artist impression the two hands are tied together, illustrating the conflict shown by each individual profession as Interprofessional working is extremely challenging in the workplace, and is not an easy concept for healthcare professionals to adopt, (McWilliam et al 2003).Unfortunately this leads to a lower standard of care being delivered to patients within hospital environments, due to healthcare professionals misunderstanding the policies, education and research regarding Interprofessional working. This is owed to the, lack of support and training from managers, and the need for, managers to involve staff in changes within practice and that this involvement facilitates co-operation. (Deegan et al 2004). Co-operation is a major factor of a successful Interprofessional team as it not only benefits and improves the care that we provide to our patients but also enables the team itself to act efficiently by enabling professional benefits such as the, sharing of knowledge and the opportunities to experience areas of work outside ones own remit. (Barr 2004) The advantages are not only work related it is also suggested that professionals may have levels of improved job satisfaction and increased levels of confidence in dealing with difficult situations. We are all so focused on our individual job roles and on the polices and procedures that define us as a professional that we create our own conflict with an opposing profession as we try to prove ourselves, which is echoed in the picture. As each person holds one end of the tie, the tie representing the constraint we place upon ourselves and upon our professional identity, with each hand representative of how this constraint is self inflicted. After all this an image of two wills struggling to find their presence or mark in an act, as we at our place of work struggle to define our role within the patient pathway. However it is this conflict that diminishes the bigger picture as, as each hand is responsible for creating this conflict restraint; one hand can not break free of the bound without the collaboration of the other. This strongly relates back to practice as without the help and cooperation of another profession the patient like the hand would not be able to progress and conseq uently become free without Interprofessional collaboration. In order for us as professionals to provide care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions (Institute of medicine PCC) we must work as Interprofessional team and, learn from and about each other to improve collaboration and the quality of care. (CAIPE 1997). There will always be a time that I as radiographer will need to cooperate with other members of the Interprofessional team, be it in surgery with consultants, anaesthetists and nurses or in the department with the radiologists, and it is this collaboration that will ensure that the patient is the focus point and that they will be managed and assessed as an individual with all pathways collectively working together, as opposed to two wills who are struggling to impose their presence or mark into an act. Words 798. Patch 3 Throughout this past year the main focus both practically and academically has been on collaborative practice, and how this has represented itself as a personal struggle to over come problems such as stereotyping colleagues, conflict issues and communication concerns. With the aid of the CPD module these issues that once clouded personal judgment faded and the real connotation of collaborative practice was revealed. Collaborative practice infers that people from different professional and academic backgrounds form a working relationship for the purpose of enhanced service provision. Although the real value of collaborative working is clear the move towards collaborative practice in Health and Social Care proved challenging, as it was essentially, the change from institutional to community-based care, (Barr et al, 1999). This meant that the, demarcations and hierarchical relations between professions were neither sustainable, (Sibbald, 2000) or appropriate and new ways of working that, crossed professional boundaries had to be created, in order to allow a more flexible approach to care delivery, (Malin et al, 2002). This transition became the cause of conflict within a now Interprofessional team and as a result stereotypes were formed and communication problems arouse. It seems that although this change was for the better, in providing a better standard of care for the patient, this focus was lost by the professionals whose duty this was. This is still very much an issue, where professionals are so centred on their individual position; they forget how much of a r ole they play in the Interprofessional team. The fact that collaborative practice has lacked a clear definition and instead has been linked with terms such as cooperation, coordination, participation and integration, has in some ways strengthened the issues that have prevented professionals from satisfying its purpose efficiently. It is also a relatively new field of practice, with the first major studies being undertaken in the 1980s, (Roy, 2001) however, since the implementation of the 1990 NHS and Community Care Act (Department of Health, 1990), the collaborative practice has featured prominently in government policy documents to promote, joint working, partnership and the creation of a seamless service between health and social care, (Maxwell, 1998; Payne, 1995). The importance of collaboration has always been emphasised practically and is also part of the academic pathway in the hope that the surrounding issues can be resolved before practitioners become professionals. Throughout the module the significance of collaboration with regards to person centred care became more important than the issues that encircled collaborative practice. It became increasingly essential to see the patient as equal partners in planning, developing and assessing care to make sure it is most appropriate for their needs and putting service users and their families at the heart of all decisions. In order to provide an excellent level of service each patient needs to be viewed as the individual they are, they can not be stereotyped by their age, sex, or symptoms. The main reason being that the way in which one patient is managed and treated would not work for another patient representing with the same symptoms, as his or her body could react differently to that treat ment, thus complicating the initial problem. It is the duty of any professional body to provide, care that respects the person as an individual and is arranged according to their needs, (DH 2008). However this care can not be administered without good communication from each professional that is responsible for the pathway of each individual service user. Communication is pivotal in a successful relationship be it between colleagues in the work place, students at university or family at home, it enables individuals to express themselves their concerns or relay important information to others. When this barrier is broken especially within the hospital sector each department become isolated and effectively treats the patient blind, as without communication from the nursing staff or the accident and emergency department a radiographer would not be aware of the symptoms a patient presents with and would therefore not be able to conduct an examination catered to that individuals needs. T he requirement for good communication enhances not only the professionals skills and ability to provide and excellent level of person centred care but enables a successful Interprofessional team to be consolidated, something that is also promoted academically. Interprofessional Learning can be defined as, Occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care, (CAIPE 2005). Interprofessional learning enables different health and social care workers and agencies to gain a greater appreciation of each others values, knowledge and abilities and facilitates the best use of their skills which underpins the reality of the complexity of healthcare. Single professions or individual professionals working in isolation do not have the expertise to respond adequately and effectively to the complexity of many service users needs, (CAIPE 2006). In order to ensure that care given is safe, seamless and of a high standard it is e ssential that individual professionals, respect the integrity and contribution of each profession, (CAIPE 2006) and communicate with them effectively, relaying all the appropriate medical history and continuing to work closely with each other to ensure the patient is managed correctly and efficiently. Good patient care stems from a well defined Interprofessional team that collaboratively work with each other, to overcome communication issues, conflict issues and the stereotyping of their colleagues. By doing this all the professionals involved are able to treat the patient as an individual and cater to their individual needs, making them a part of the process and involving them in the decisions made about them. This all bauds well for the successful running of the NHS and in turn successful patient management, each professional chooses to be apart of this system to improve the quality of life for each and every service user, but it is important to remember that this can not be achieved by individuals who become isolated form a team. Although it is important to be an individual, it is of greater importance to be individual that is a part of an Interprofessional team. Words 1014. References: Barr, H (2005) Interprofessional Education: Today, Yesterday and Tomorrow. Accessed on 30.08.10. Reviewed 2004. Available at: http://www.health.heacademy.ac.uk/publications/occasionalpaper/occp1revised.pdf CAIPE. Interprofessional learning. Accessed on 23.11.10. Reviewed 2010. Available at: http://www.caipe.org.uk CIPD 2010 Team working. What is team working? Accessed on 03.10.10. Reviewed on 01.01.10. Available at: http://www.cipd.co.uk/subjects/maneco/general/teamwork.htm. Collaborative works. Marc Alperstein and Amà ©lie Scalercio. Accessed on 16.08.10. Reviewed 2010. Available at: http://www.marcalperstein.com/collaboration Cooper, H., Braye, S,. and Geyer, R. ( 2004) Complexity and Interprofessional education. Learning in Health and Social Care 3 (4) pp 179-189. Accessed 02.02.10. DOH (2000a) A Health Service of all the Talents: Developing the NHS Workforce. DoH London. Accessed on 30.08.10. Reviewed 2010. Available at: www.dh.go.uk DOH (2000b) The NHS Plan: A Plan for Investment, A Plan for Reform. DoH London. Accessed on 30.08.10. Reviewed 2010. Available at: www.dh.gov.uk DOH (2001) Working Together Learning Together: a Framework for Lifelong Learning for the NHS. DoH London. Accessed on 30.08.10. Reviewed 2010. Available at: www.dh.gov.uk Framework for action on Interprofessional education and collaborative practice. Health professionals networks nursing and midwifery human resources for health. Publisher WHO the world health organisation. Reviewed 2010. Accessed 20.08.10 Freeth, D (2001) Sustaining Interprofessional collaboration. Journal of Interprofessional Care 15 pp 37-46. Accessed 02.09.10. Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford 2009. Accessed on 20.08.10. Reviewed 2009. Available at: http://www.brookes.ac.uk/services/upgrade/a-z/reflective_gibbs.html Glen, S and Reeves, S. (2004) Developing Interprofessional education in the pre-registration curricula: mission impossible? Nurse Education in Practice 4 pp 45-52. Accessed 05.09.10 Gordon F, Walsh C, Marshall M, Wilson F, Hunt T (2004). Developing Interprofessional capability in students of health and social care the role of practice-based learning. Journal of Integrated Care 12 (4) pp 12-18. Accessed 05.09.10 Interprofessional Collaboration among health colleges and professions. College of nurses Ontario (CNO). Accessed on 22.08.10. Reviewed May 2008. Available at: http://www.hprac.org Interprofessional learning. Practice based learning. Accessed n 25.11.10. Reviewed 04.09.08. Available at: http://www.practicebasedlearning.org/resources/ipl/intro.htm Interprofessional learning and caring for needs. London: South Bank University. Whitehead, D. (2001) Applying collaborative practice to health promotion. Nursing Standard. 15(20) pp33-37. Accessed 15.11.10 Jones and Way 2000 collaborative practice. Collaborative practice. Support the development of improved collaboration in healthcare. South eastern Interprofessional Collaborative Learning Environment (SEIPCLE). Queens University. Accessed 20.08.10. Reviewed no date. Available at: http://www.rehab.queensu.ca/uploads/clined/CollaborativePracticeModule.pdf Patient centred care. Why patient centred care? Accessed on 21.08.10. Reviewed 2008. Available at: http://www.patientcenteredcare.net/. Patient centred care policies (2008). Accessed on 21.11.10. Reviewed 2010. Available at: www.dh.gov.uk. Person centred care. The health foundation . Accessed on 20.11.10. Reviewed 2010. Available at: http://www.health.org.uk Person Centred Care (2006). Accessed on 21.11.10. Reviewed 2010. Available at: www.cmg.org.uk. RCPHC. Royal college of paediatrics and child health. Codes of Conduct. Accessed 23.08.10. Reviewed no date. Available at: http://www.rcpch.ac.uk. SoR statements of conduct Radiography. Statements for Professional Conduct. The college of radiographers. Accessed 22.08.10. Reviewed September 2004. Available at: www.sor.org Appendix 1 Gibbs reflective cycle 1988 http://www.deakin.edu.au/itl/pd/tl-modules/teaching-approach/group-assignments/images/reflective-practice.gif

Essay --

Memory in humans is a complex process and is divided into multiple components. Different areas of the brain are responsible for varying functions relating to memory such as short term memory and long term memory, which can further be broken down into subcategories such as emotional and semantic memory. Using fMRI, brain regions that participate in memory can be pinpointed and changes to memory that are resultant of aging or other neurological diseases and the pathology of the underlying brain structures can be detected as well. An example of a study done on memory was performed by Todd and Marois, with a goal of observing the role of the posterior parietal cortex in visual short term memory. To achieve this, seventeen subjects were given a visual delayed match to sample task during which the subjects were first shown a display of one to eight colored discs and after a timed delay had to indicate whether a probe disc matched one of the discs from the initial sample. In addition, to reduce any effects of the subjects using verbal strategies, the subjects had to simultaneously maintain a two digit number across the delay period. The results showed that the accuracy of responses decreased as the number of discs presented at the start of the trial increased. Moreover, it was established that the average visual short term memory capacity was capped at three to four objects. fMRI data was collected and analyzed from three brain regions: the intraparietal sulcus/inferior occipital sulcus (IPS/IOS), the ventral-occi pital cortex (VO) and the anterior cingulate cortex (AC). Activity in the IPS/IOS seemed to increase as the load of the task increased and it was shown that this region was active during maintenance and encoding. On the other h... ...Alzheimer’s, the roles cognitive reserve and compensatory recruitment can be observed. For example, education level and overall intelligence might alleviate some of the cognitive and memory deficits seen with age and disease related brain changes. Compensatory recruitment, such as bilateral activation of frontal regions on a verbal memory task compared to the left-lateralized activation seen with younger adults during the same task, is observed in older adults as well. These articles illustrate the point that there are multiple memory systems with differing functions. Taken together, these findings help explain why patients with brain damage to different regions do not always exhibit the same neurological deficits associated with memory. The use of fMRI has been extremely successful in identifying which brain regions are necessary for the multiple types of memory. Essay -- Memory in humans is a complex process and is divided into multiple components. Different areas of the brain are responsible for varying functions relating to memory such as short term memory and long term memory, which can further be broken down into subcategories such as emotional and semantic memory. Using fMRI, brain regions that participate in memory can be pinpointed and changes to memory that are resultant of aging or other neurological diseases and the pathology of the underlying brain structures can be detected as well. An example of a study done on memory was performed by Todd and Marois, with a goal of observing the role of the posterior parietal cortex in visual short term memory. To achieve this, seventeen subjects were given a visual delayed match to sample task during which the subjects were first shown a display of one to eight colored discs and after a timed delay had to indicate whether a probe disc matched one of the discs from the initial sample. In addition, to reduce any effects of the subjects using verbal strategies, the subjects had to simultaneously maintain a two digit number across the delay period. The results showed that the accuracy of responses decreased as the number of discs presented at the start of the trial increased. Moreover, it was established that the average visual short term memory capacity was capped at three to four objects. fMRI data was collected and analyzed from three brain regions: the intraparietal sulcus/inferior occipital sulcus (IPS/IOS), the ventral-occi pital cortex (VO) and the anterior cingulate cortex (AC). Activity in the IPS/IOS seemed to increase as the load of the task increased and it was shown that this region was active during maintenance and encoding. On the other h... ...Alzheimer’s, the roles cognitive reserve and compensatory recruitment can be observed. For example, education level and overall intelligence might alleviate some of the cognitive and memory deficits seen with age and disease related brain changes. Compensatory recruitment, such as bilateral activation of frontal regions on a verbal memory task compared to the left-lateralized activation seen with younger adults during the same task, is observed in older adults as well. These articles illustrate the point that there are multiple memory systems with differing functions. Taken together, these findings help explain why patients with brain damage to different regions do not always exhibit the same neurological deficits associated with memory. The use of fMRI has been extremely successful in identifying which brain regions are necessary for the multiple types of memory.

Relationship of Dreams to Thought, Memory, and Smell :: Sleep Dream

Dreams involve a fundamental integration and spreading of being and experience at the mid-range of feeling between thought and sense. Since dreams [already] involve a fundamental integration and spreading of being and experience at what is the mid-range of feeling between thought and sense, the sense of smell very rarely occurs while dreaming, and the lighting and sound levels are fairly constant (and proper) therein. Memory integrates experience. There is less memory in the dream because experience is already better integrated, and also because experience is less extensive. Dreams improve upon memory and understanding by increasing (or adding to) the integrated extensiveness of being and experience (including thought) in and with time. The sense of relative familiarity involving dream experience is associated with the improvement of understanding and memory therein. Dreams and memory integrate experience, and both add to the extensiveness of experience (including thought) as well, w hile involving a [relative] reduction in the totality of experience. Since the self has extensiveness of being and experience (in and with time) in conjunction with the integrated and natural extensiveness of sensory experience, we spend less time dreaming (and sleeping) than waking. The integrated extensiveness of being and experience go hand in hand. Emotion that is comprehensive and balanced advances consciousness. Dreams are an emotional experience. The comprehensiveness and consistency of both intention and concern are central to our consciousness, life, and growth. (Desire consists of both intention and concern, thereby including interest as well.) The comprehensiveness and consistency of both intention and concern in relation to experience in general is ultimately dependent upon the natural and integrated extensiveness of sensory experience. In keeping with this, consciousness and language involve the ability to represent, form, and experience comprehensive approximations of experience in general, and this includes art and music as well. If the self did not represent, form, and experience a comprehensive approximation of experience in general, we would be incapable of growth and of becoming other than we are. Thought involves a relative reduction in the range and extensiveness of feeling. In keeping with this, dreams make thought more like sensory experience in general. Accordingly, both thought and also the range and extensiveness of feeling are proportionately reduced in the dream. (This reduction in the range and extensiveness of feeling during dreams is consistent with the fact that the experience of smell very rarely occurs therein.

Building a strong community partnership: when it comes to creating effectives school-family-community partnerships, take some advice from veteran districts

The idea of creating school-family community partnership is good. However, some statements do not make much sense and there are many vague parts. The essay was not very well written and there are a couple of grammatical and spelling errors. There are errors when it comes to spacing. These could be because the paper was not properly proofread. Creating school-family community partnership is good because it will make school easier for children.The essay focused mainly on the methods of how a school will have a good relationship with parents aside from the regular PTA meetings as well the advantages of the development of the relationship. However, the paper failed to note any negative consequences of such. One possible negative effects is that the children may feel that they are always being watched by their parents. The guidance is good but it will hinder the children from developing independence. This concept indicates that too much parental guidance has negative effects.The essay was written in a way that the readers will not be attracted to read. The use of several quotations somehow gave the essay more life to it, but generally, people would not waste time to read the whole of the essay. A warning for controversy was posted at the end of the essay which is good. It emphasizes on a good point that controversy would be hard to avoid. Differences in opinion makes a lot of room for disagreement and controversy. It is important to avoid such situations and the author prepared good advice on how to avoid and how to deal with such situations.The essay was brief but it made the essay boring to read despite its being informative. It provides very good information on the different aspects which could help promote better relationships between the school and the parents. School-parent relationship may be one thing that the education system is missing. It is an interesting topic because it could provide a solution to change the country's education system for the better. S chools have been focusing too much on academic quality and putting a little more