Bipolar Disorder Role of Nursing Profession in Care

Bipolar Disorder Role of Nursing Profession in Care With the increasing incidence and prevalence of mental disabilities like bipolar disorders in Australia (Geller. B, DelBello. M, 2008). the nursing profession will have to attain the knowledge and skills required to care for individuals who have bipolar disorder via a multidisciplinary approach across all nursing settings; acute care, aged care, specialist mental health and community settings. The World Health Organization (WHO) defines disability as â€Å"The inability to engage in any substantial, gainful activity by reason of any medically determinable physical or mental impairment which can be expected to result in death, or has lasted or can be expected to last for a continuous period of not less than 12 months† (World Health Organization, 2010). The term disability is such a broad term, where generally an individual suffering from a disability is known to suffer either mentally or physically. Bipolar disorder is a mental disorder that affects an individual’s psyc hological or behavioural patterns and is known to have a long-term affect upon an individual. The Australian Psychology Society, a leader in providing information in regards to mental health issues to the public, defines â€Å"Bipolar disorder, previously known as manic depression, [as] a mental illness that seriously affects the way a person acts, thinks and feels. It is generally characterised by a cycle of mood swings between elation and depression, varying from mild to extreme. Extreme elation is called ‘mania’ † (The Australian Psychology Society, 2010). Bipolar is the sixth leading cause of disability among illnesses and is associated with both high mortality and morbidity costs (Geller. B, DelBello. M, 2008). It affects one in fifty Australians, where gender and age characteristics do not influence the disorder to predominantly affect one of these specific groups (Better Health Channel, 2010). There are a range of factors that contribute to the disorder, w here genetics, biology, lifestyle and environmental factors can all play a role in the development of the disorder (The Australian Psychology Society, 2010). Some of which are explored below: Although the underlying mechanisms have not been extensively researched and proven, research has identified that there is a strong genetic predisposition (Better Health Channel, 2010). Research has shown that â€Å"relatives of people suffering from bipolar illness are 10 to 20 times more likely to develop either depression or manic-depressive illness than the general population† (Bipolar Genetics Collaboration, 2005). One biological theory that has originated suggests that â€Å"brain chemicals (neurotransmitters) that help regulate mood, called serotonin and nor-epinephrine are thrown out of balance†, therefore it can trigger and cause an episode of mania followed by depression (Better Health Channel, 2010). Research has shown that environmental factors can also have an impact o n an individual’s susceptibility of developing the disorder. Some evidence suggests that â€Å"this disorder varies seasonally, with mania being more common in spring and depression more prevalent in winter† (The Australian Psychology Society, 2010). Other literature suggests that childhood trauma can contribute to an individual obtaining bipolar disorder (Etain et al, 2008). Lifestyle factors can also exacerbate bipolar disorder and cause an individual to be more susceptible to developing it later in life. Bipolar disorder events of mania and depression can be triggered by the stressors in one’s life where each individual has their own triggers for such events (The Australian Psychology Society, 2010)

Organizational Culture Essay Example | Topics and Well Written Essays - 1000 words - 1

Organizational Culture - Essay Example stry and providing services such as construction and agricultural products, including tractors, engineering vehicles, bulldozers, loaders, but it has also diversified now keeping in view its potential and also started making the shoes and boots. The company is having the revenue of US $ 36.339 Billion in the year 2005 and is currently employing 77000 employees approximately, the organizational culture the company is showing is strong in terms of services they are providing right now, it was all due to the fierce competition with Komatsu that the company decided to change its culture in 1990s as a result they are having very strong hold in the market, the culture was weak before 1990s as there were so many of the labor strikes and a lot of shutdown processing was there but sooner the company identified its weakness and worked on it, you can see that now the entire union of employees work together and corporate at their level best with the customer as a result the company gained succes s, which was otherwise not possible if there wouldn’t be any team work. The organization is following a dominant culture, there are strict rules that are followed by all executives and employees in the organization, which also includes intact working of supervisors, employees and executives. -The organization and me have few things common, both of us keep on striving to get the better results and also we both have a desire to excel in what we do, the organization has taken it self out of a situation from where no body gets out and eventually results in bankruptcy, nevertheless it kept on striving and today it stands number one in manufacturing construction tools and equipments. -The organization first of all believes in being innovative and risk taking which means that the employees whenever come up with great idea, they are allowed to implement it, also the organization believes in people orientation which means that they consider their employees as they have already paid the

Cultural diversity and the regional cultural nuances at La Napoli Essay

Cultural diversity and the regional cultural nuances at La Napoli - Essay Example This study looks into globalization that has accelerated the process of growth in the hospitality industry and relaxation of immigration policies have helped overcome skill shortages in the sector. However, while labour migration helps the local economy, the managers in the hospitality sector face the challenge of managing the workforce diversity because of high level of labour mobility across nations. La Napoli appears to lack the right leadership in handling the issue of cultural diversity. Diversity manifests in visible and non-visible differences which could include race, ethnicity, nationality, language or even religion in addition to personality and work style. Elements such as age, gender, sexual orientation, race and physical traits are the core elements that form the primary dimensions. These do not change over time as they are inborn and also interdependent. Managers would perceive the world through these elements and if the primary differences between individual are high, it becomes difficult to establish an environment of mutual trust and confidence. Culture clash and conflicts become common place having a negative impact on human relationships. Cultural differences impact the need for love, belongingness and the esteem needs of individuals, which thereby contradicts Maslow’s theory of Hierarchy of needs which states that an individual moves to higher levels of needs only when the physiological needs are satisfied. Even very subtle differences can impact outcomes, decisions and thereby organizational effectiveness. (Korac-Kakabdse & Kouzmin, 1999). Cultural imprints are deeply rooted and embedded, and cultural forces drive behaviour. By being aware of these conscious forces the leader might be able to better handle the forces and enhance positive behaviour. Each culture has its own recurring pattern which becomes so embedded in the system that individuals remain invisible to the pattern (Rapaille, 1999). Since these patterns are deeply imprin ted, the moment a different culture appears, there is resistance or non-acceptance. Power usually radiates from the centre (Kane-Urrabazo, 2006). Hofstede’s dimensions of culture provide a deeper understanding of how people from different cultural backgrounds interact. For instance people from low power distance culture communicate more effectively while those from high uncertainty avoidance culture do not like delegating work (Testa, 2004). It is thus important that the manager/leader understands the different cultural archetypes, the unconscious forces that shape culture. Food is an area where cultural forces have a great impact. This is evident in the case of La Napoli where the local culture in food consumption had not been evaluated. People prefer

Jewish holiday( Hanukkah ) Essay Example | Topics and Well Written Essays - 250 words

Jewish holiday( Hanukkah ) - Essay Example Each of the eight nights of Hanukkah, Jewish children receive gifts and one candle is lit on the eight-candle Menorah which is placed in a window so others can be reminded of the holiday. Jews say three blessings on the first night then two blessings the other seven nights as they light the candles. The light from the candles cannot be used for any purpose other than to display the light. For instance you can’t light a cigarette off one or even read by the light. Besides the lighting of the menorah, traditions include spinning a dreidel, a toy that looks like spinning top and eating foods, particularly fried foods. The dreidel is generally wooden and has four sides, each with a Hebrew symbol. Chocolate coins called â€Å"gelt† is given as a reward during the game. The lighting of the Menorah commemorates the miracle of the oil that kept lamps burning for seven days longer than they should have after a temple was liberated from oppressors who had stolen all of Jew’s oil. The oil in fried foods such as Latkes (potato pancakes) and Sufaniyot (jelly donuts topped with powdered sugar) also commemorate the oil miracle. Hanukkah is Hebrew for â€Å"dedicate† because the temple was being rededicated following a

Axenfeld Reigers Syndrome Case Study

Axenfeld Reigers Syndrome Case Study

Use of Allusions in Andrew Marvells To His Coy Mistress Essay

The speaker in Andrew Marvell's 'To His Coy Mistress'; is a man who is addressing a silent listener, who happens to be his mistress. In this dramatic monologue the speaker tries to explain his feelings to his mistress. The speaker uses many allusions to empires and other objects, events and ideas that are not directly related to his feelings, in order to explain how he feels. He uses these allusions to exaggerate his feelings in order to clearly show them. After reading over the poem once, you get a sense of what the speaker is feeling. Upon further analysis of the poem you realize that the allusions used in the poem, are in fact, what makes this poem so interesting. The speaker begins the poem by explaining to his mistress that if they had the time and place to discuss there feelings...

Not My Best Side

How does the lanuage used create effects? The following paragraphs explore how language is used to create effects in the poem Not my Best Side by U. A. Fanthorpe, an ekphrastic poem that uses the free verse form arranged in three stanzas of nineteen lines each. It's purpose is to entertain, which it does through the use of humour, using Standard English in an informal, conversational manner. Dramatic monologues from the characters re-tell from their own perspective, the historical myth of a brave knight that slays a fearsome dragon and rescues a damsel in distress. There are some differences however, and playing with the readers expectations and using modern stereotypes in place of the historically accepted character roles is where much of the humour is derived. the dragon, unlike it's mythological counterpart has quite a sophisticated vocabulary, use of adjectives like ‘ostentatiously beardless' and the idiom ‘old chap' suggests an intelligent, well spoken, stereotypical British, Upper Class gentleman, the antithesis of a ferocious monster. The line ‘Not my best side, I'm afraid. , reveals the dragon's self conciousness and obsession with appearance, a reocurring theme. The nouns ‘artist' and ‘pose' indicate the poem is about a character in a painting and the dragon is highly critical of both the painter, ‘Poor chap, he had this obsession with Triangles, so he left off two of my Feet. ‘ and the other characters, ‘Why should my victim be so Unattractive as to be inedible,'. It is the comical and c onversational tone that makes the dragon so likeable and lots of rhetorical questions draw the reader in, particularly ‘(What, after all, are two feet To a monster? ‘ which, enclosed in brackets gives the impression the dragon is addressing the reader directly. Continuing the pattern of reversing the stereotypes, the girl is presented as a slightly feminist, with a mind of her own, ‘It's hard for a girl to be sure if She wants to be rescued. ‘, not the typical damsel in distress and likewise, not the naive maiden expected in this kind of myth, euphemisms such as, ‘He made me feel he was all ready to Eat me. And any girl enjoys that. ‘ and ‘the dragon– Well, you could see all his equipment At a glance. are quite crude sexual innuendo of a sexually aware individual. She is a modern, young woman indicated by the nouns she uses, ‘hardware, acne, blackheads', and is just as obsessed by appearance as the dragon, ‘He was So nicel y physical, with his claws And lovely green skin, and that sexy tail,' it is interesting that her opinion of the dragon is much more flattering than his opinion of himself. It is also ironic in view of the dragons opinion of her, she thinks the dragon fancies her ‘And the way he looked at me,'. Perhaps she is still a little naive, and the final lines of the second stanza, ‘Still, what could I do? The dragon got himself beaten by the boy, And a girl's got to think of her future. ‘ suggests a certain helplessness, as though there really is no escape from the role assigned to her by society, despite her own desires. The final stanza opens with a very funny line, ‘I have diplomas in Dragon Management and Virgin Reclamation. ‘, especially if one takes a moment to consider the training involved in ‘virgin reclamation'. It suggests the knight has recently completed his training and is quite young, perhaps his first day on the job. Despite the humour, he is nothing like the chivalrous knights of legend. He is arrogant, ‘You can't Do better than me at the moment. ‘ Clearly a ‘product' of the modern age, and obsessed with gadgets, ‘My horse is the latest model ‘, Much of his language is from a modern lexicon, ‘management, reclamation, prototype' etc and from the semantic field of modernity, ‘contemporary, latest, and at the moment' all of which place him in the present rather than the era in which this myth has it's roots. He seems a little confused when confronted by the girl's modern, feminist attitude, ‘Don't You want to carry out the roles That sociology and myth have designed for you? ‘. He repeats the words ‘Don't you†¦? ‘ three times, deciding chauvinistically, what the girl wants is irrelevant, ‘What, in any case, does it matter what You want? You're in my way. ‘.

Celta Assignment 2:Skills -Related Task Essay

Receptive skills: According to J. Harmer in his book The Practice of English Language Teaching, â€Å"receptive skills are the ways in which people extract the meaning from the discourse they see or hear†. In the following text â€Å"Playing with your food† the main skill that is being practiced is reading and along with it other sub-skills are being developed such as practicing new vocabulary, reading for gist in order for the students to understand the main idea. Enhancement of receptive skills will increase the rate at which students comprehend English language and allow students to practice new vocabulary in its context from the text. 1. Generating students’ interest in the topic of the text. The teacher gives the students a picture of a vegetable and then a musical instrument and then writes the title of the text on the board, â€Å" Playing with your food†. The teacher then asks students to take some time and make predictions what they think the text will be about. After that some of their ideas will be listed on the board. Rationale: This activity will help students predict the topic and prepare for the vocabulary that might be used in the studied text. 2. Reading for gist. The teacher will then ask the students to read the text quickly for a couple of minutes after which they will be asked if any of their predictions, from the listed of the board, were mentioned in the text. After discussing the text briefly students will be asked to read and answer the questions in Ex.1 (see attached exercise worksheet) in order to check if they have understood the general idea of the text. After checking their answers the teacher will ask the students â€Å"What is the main idea of the text?†, â€Å" Is this something that you would try yourself?†. Rationale: This task will help students to enhance their ability to read for gist and understand the main idea of the text. And will also help them answer general questions related to the text. (see ex.1 on attached worksheet). 3. Reading for specific information: Teacher will ask students to read questions related to the text and then read the text itself to support their answers. (see ex.2 on attached worksheet). The students will be working in pairs and will check with the text if they find it necessary. Rationale: This exercise allows students to practice reading for specific information for which they need to concentrate while reading in order to find the correct piece of information they are looking for. Practicing productive skills: As J. Harmer says in his book The Practice of English Language Teaching productive skills are a way of helping students with their receptive skills and in many situations production can only continue in a combination with the practice of a receptive skill. Productive skills are important for students, when they learn them in the classroom, as they help them develop a better and more efficient way to communicate and also in this way they learn the correct context of different uses and meanings of words and phrases. They follow the typical intonation and sounding of a language and naturally prepare for formal or informal conversations. 1. Writing: The teacher will play a video of a short musical performance of the Vegetable Orchestra. After watching the video the teacher asks the students to write a short review about the orchestra and if they feel it necessary they can check with the text. The teacher will write on the board some lead- in questions for the students to begin with. – What was the idea of the musicians from Austria that made the so different from other orchestras? – What happens with the vegetable instruments after the concert is over? -What is your opinion of this music? – Do you think their art will gain more popularity in the world? After completing their writings, students will exchange their papers with their partners in order to share opinions and see if they have followed the idea of the text and to correct any spelling or grammatical mistakes they might have made. Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking. 2. Speaking activity: The teacher asks the students to divide in groups and of 2 or 3 and elicits that each group is a musical orchestra that uses different materials for their instruments, such as vegetables, old office materials, fruit or things they can find in nature. Each group will have to decide on its name, style of music, instruments and activities. What kind of songs they have and some history that they can imagine. After this they will have about 5-6 minutes to prepare and then they will have to introduce themselves to the rest of the class. Afterwards the class will vote which musical band might get in the leading positions of the radio charts. This activity will be useful to students as it encourages them to practice new vocabulary from the text, etc. biodegradable, environmentally-conscious, and to interpret the new information in their own way and engage in a spoken dialogue. Ex.1 Read text and answer the following questions: 1. What makes this orchestra different from others? (they make their own instruments from vegetables) 2. How is the orchestra called? (The Vienna Vegetable Orchestra) 3. What happens to the vegetables after a performance finishes? (they make soup with them for the audience) Ex.2 Read the text again, and mark with True or False the following statements. 1. The text is about children who don’t eat their food. F 2. The vegetable Orchestra was founded in 2008. F 3. The musical instruments are made from tropical fruit. F 4. The orchestra plays many different kinds of music. T 5. The musicians perform more than 3 times a year. T 6. The Vegetable Orchestra produces its own instruments. T 7. Carrots are turned into flutes. F 8. The sound of each instrument depends on the quality of the vegetables and the temperature on stage. T Ex. 3 Answer the following questions: 1. Where is the orchestra from? Austria 2. What combinations of vegetables are used together to create instruments? Cucumbers, peppers and carrots and etc. 3. What is used for drums? Pumpkins 4. What makes better instruments, plastic-packed vegetables or fresh vegetables? Fresh vegetables 5. When was the orchestra founded? 1998 6. What is the orchestra musical repertoire formed of ? From classical to electronic Refrences : J. Harmer The Practice of English Language Teaching, Longman, pages 246, 250-252