Personal Effectiveness Report Assignment Example | Topics and Well Written Essays - 500 words

Personal Effectiveness Report - Assignment Example Mr. Eason and Mr. Abdulrahman as a marketing officer and advertising officer employed by the Western Australia State Government. They have been assigned to run the campaign with a big problem perplex the government. That is in recent years, many young people have died because of the alcohol related violence. Now with a report written by the Mr. Eason and Mr. Abdulrahman to found working in a team personalities can collide or even assent different kinds of problems. This six indicators are help Mr Eason and Mr Abdulrahman understand their own and test their character whether they can work together more effectively and efficient or not.And the test also help them find some problem and gives some recommendation let them work more easier. After the test Mr Eason’s and Mr Abdulrahman’s Hemispheric Dominance test, the result was as shown in the table below.According to the theory of left-brain or right-brain dominance, each side of the brain controls different types of thinking. Additionally, people are said to prefer one type of thinking over the other. For example, a person who is "left-brained" is often said to be more logical, anarchically, and objective, while a person who is "right-brained" is said to be more intuitive, thoughtful, and subjective. According to the left-brain, right-brain dominance theory, the right side of the brain is best at expressive and creative tasks. Some of the abilities that are popularly associated with the right side of the brain include:recognizing faces,expressing emotions,music, reading emotions,color,images,intuition and creativity.And The left-side of the brain is considered to be adept at tasks that involve logic, language and analytical thinking. The left-brain is often described as being better at:language,logic,critical thinking numbers and reasoning. Eason’s responded as a right brained person 8 questions, and responded as a left brained person to 11 questions. According to the Hemispheric Dominance test,

Hebrew Wisdom on Diligence and Laziness Essay Example for Free

Hebrew Wisdom on Diligence and Laziness Essay Part I 1) I chose the Islam worldview i)The Question of Origin Islams believe that man came into being through a long process of evolution. They believe the evolutionary process which produced man in its form today took millions of years, and man evolved from lower forms of animal life. In their belief,it was only small types of animals in the beginning, and in the course of time animals got larger and eventually one of these animals developed into man. This animal is believed to have become extinct, but is believed to have been represented by the monkey. The basis of argument is certain kind of monkeys have a strong resemblance to man. ii)The Question of Identity—Islamic identity is an upmost possession. It is your faith, religion, moral values, and your whole life. This identity is the one that makes you wake up before sunrise to pray to Allah. This identity makes you kind, sincere, responsible, and thoughtful when you deal with people. It also forbids you to steal, gamble, participate or engage in implicit behavior. This identity makes you realize and understand that Islam is a way of life in other words this identity makes you a good human being. iii)The Question of Meaning/PurposeAllah states in the Quran, that he created man to be his Khalefah (confident ,attractive handsome, man),and to regulate humans; the Quaran is the constitution revealed by Allah, the name of Islam’s God. Very simple, the purpose for man’s creation is to worship the creator, Quaran 51:56-58.Allah states that he made this life in order to test man so that every person may be recompensed after death for what he has earned. iiii)The Question of Morality-A person becomes a Muslim by believing there is no deity worthy of worship except Allah, and saying the Shahadah (Declaration of Faith)with sincere conviction. Muslims are believers of the Islam worldview. They believe this present life is a trial in preparation for the next realm of existence. They also believe the world was created by man. iiiii)The Question of Destiny-Islam teaches that destiny is written by one’s personal hands, and then handed over to God for judgement. They believe the good and evil are in Allah’s responsibility, but if you accomplish good things in life you attain heaven and if you do bad things you will attain hell; this also means that Allah is the knower and creator of all things, and nothing exist outside of his will and decree according to the Islam worlview. Part II i)The Question of Origin—The Islamic worldview, and the Biblical worldview has no comparison, or similarity in the origin of man. Genesis 2:7, clearly states that God created man from the dust of the earth, blew into the nostrils of man, and man became a living soul. Man was also created in God’s image, Genesis 1:27. This destroys the theory of evolution; man was not developed from an animal, assumably some type monkey. ii)The Question of Identity—According to the Biblical worldview, God gave man dominion over the animals on earth in Genesis 1:26.We, not only were created in God’s image which is a very distinctive quality, but with the authority to rule. There are some similarities with the man in Islam worldview, such as being distinguished in character and morals. Although; God views are different from man’s, there are standards, and character that Christians should live up to, just as the muslims do in the Islamic faith. Christians should not be ashamed of the gospel of Jesus Christ, and be willing to tell others of Jesus and even willing to die for the gospel: the same with muslims, they are bold in their belief, and they are persistant and steadfast in their way of life. iii)The Question of Meaning/Purpose—‘For god so loved the world, he gave his only begotten son, that whosoever believeth in him should not perish, but have everlasting life. ’John 3:16.God came to give us life, eternal life with him. As Christians, we are made to worship God. Allah states that he made this life to test man for their recompensation after death. God doesn’t test or tempt us with evil, he gave us his son to help us overcome evil by believing in Jesus. The Islamics must control their own desires to do good or evil; the biblical worldview has Jesus to help us overcome. After death, hell is the payment for a person who chooses to live an evil life, and the similarities are the same in both worldviews. iiii)The Question of Morality—Genesis 1:31 tells us that everything God made was good. Muslims, recite with conviction the shahadah, and the change transpires in their life of belief. A Christian, too, with conviction repents of their sin, confesses Jesus as their lord, and in the belief, one is a new creature iiiii)The Question of Destiny-Destiny is something that Christians, and Islams have in common. One day life will come to an end. According to Allah, nothing is out side his will, and no one is forced to obey Allah, because he has a freewill. There are minor similarities, such as :nothing is done without God’s will, no one is forced to obey God, and we are free moral agents, BUT one day every knee shall bow and every tongue shall confess that Jesus Christ is Lord.

School Clothes Essay -- School Uniforms Clothing Dress Codes Essays

School Clothes I strongly believe that children should come with an instruction manual in different languages, after all, even the most complicated computer system or VCR has a manual in three to four languages, or more. Granted, sometimes we can't understand the instructions, but we have them and sometimes even a toll-free help line. Now some people would say their own parent would be the help-line but not always does that work out. Our own parents advice can be, shall I say, out-dated; for example, many would suggest to us "new" parents to tell our child, "what we say goes," or "stop that crying or I'll give you something to cry about," or "do it because I'm the parent and I said so," not the desired tone for positive interaction with our children. So often parents today are left with either, no instructions at all, or, not the right kind of instructions. The school wardrobe dilemma for parents is void of instructions. The mandatory school uniform-code would be the best instruction manual entry available; and to prove this point I'll explore the instruction manual first and continue with presenting facts about school uniforms and their positive effects on parents and children and schools. Let's take a closer look at a possible entry in the instruction manual for parents: "School Clothes, What's Acceptable And What's Not." First the entry would tell us how the exchange should go with your child: parent, "Time to wake up sweetheart. Here's your freshly pressed shirt and trousers, and your brown belt, some matching socks, and your newly cleaned tennis shoes." Child, "Oh, swell mom, thanks. I'm so grateful you ironed my favorite shirt. I'll be down in a jiffy to have breakfast." Okay, so now for reality. The morning routine probably is similar to mine which sounds more like an episode from Law and Order rather than Leave it to Beaver. I wake my child cheerfully every morning and the usual response, no matter how or when I wake him, is "groan, grunt, whine, and ugh." This barrage of pleasant noises is followed by the sweet melody of "I'm so sleepy" or "I can't get up, I'm tired" or "Not now." Then the fun really starts picking out the day's wardrobe. We start with the usual negotiations which pants, and which shirt. Our negotiations entail which items are clean, my idea of clean is completely different from my son's, and which style... ...antly favor children in a school uniform. I support the school uniform code philosophy, because I favor a focus on academia, and a strong sense of school spirit and unity, a positive scholastic environment, building self-esteem from achievements, cost effective clothing budget, and, of course, a head-ache free morning. Works Cited Atkins, Andrea and Jeremy Scholsberg. "Dressed to Learn." Better Homes and Gardens. Aug. 1996:44+. Forest, Stephanie Anderson. "Dressed to Drill: School Uniforms are HOT - And Merchants Are Cashing In." Business Week. 8 Sep. 1997: 40. Gursky, Daniel. "Uniforms Improvement." Education Digest. 61.7 (Mar. 1996) : 46-48. Japanese Consulate of San Francisco. Personal Interview. 29 April 1998. Mancini, Gail Hinchion. "School Uniforms: Dressing For Success or Conformity?" Education Digest. 63.4 (Dec. 1997) : 62-65. Pushkar, Katherine. "Dressed For Success." Village Voice. 40.,3 (17 Jan. 1995) : 12. "School Uniforms?! : New York. January 26." National Review. 26 Feb. 1996:71. Tachibana, Judy. "School Clothes? All The Same To Some Uniform Policy Isn't Uniform In Region, But Trend Grows." The Sacramento Bee. 21 Aug. 1996: B1+.

Portfolios

Using Portfolios to Assess Professional Competence and Development in Medical Laboratory SciencesAbstractionBackgroundPortfolios have been recommended for the appraisal of professional development. To excite battle and assess professional development during research lab preparation, portfolio appraisal was proposed for the concluding twelvemonth BMLS and DMLT programmes in Kampala International University.Work DoneThe pupils undergoing clinical research lab preparation in learning infirmaries, and engaged in everyday research lab services under supervising of qualified Medical Laboratory Scientists, composed a portfolio detailing their day-to-day experiences, work done, and lessons learned. Their supervisors and facilitators provided day-to-day feedback and endorsed their entries. The portfolios were examined at the terminal of preparation by module staff and external tester through unwritten presentation and interviews. Rating rubric considered quality of presentation, portfolio con tent, presentation of progressive development, and ability to do professional judgement. Students ‘ and assessors ‘ credence of this instrument was determined with questionnaire.Consequences72 % of the pupils and assessors accepted the method. Many pupils reported that it improved committedness to preparation, encouraged contemplation, and allowed for frequent feedback. Many believed that it was a rational appraisal, but it was clip devouring. 88 % of the participants would welcome it as a addendum to the criterion trials.DecisionsThe portfolio appraisal was good accepted, rational, and provided a valid appraisal of pupil battle and patterned advance during professional preparation.Take Home MessageThe inclusion of portfolio appraisal in Medical Laboratory Sciences Education provided valid appraisal of pupils ‘ battle in preparation and professional development over clip.IntroductionThe usage of portfolios in wellness professions instruction has increased dramatica lly over the old ages. The enthusiastic credence of this rule is in portion born out of the of all time turning involvement in results based instruction in all divisions of wellness science.1 The course of study of most wellness scientific disciplines schools now emphasize reliable experiences, promote self way and contemplation in acquisition, and results based appraisal. Portfolios non merely stimulate professional development and brooding acquisition, they besides provide chance for self way, and avenues for feedback from faculty.2, 3 Portfolios have been recommended for the appraisal of professional development in medical education,4 and several studies document their successful usage in appraisal of competency at both undergraduate and postgraduate levels.5,6 To excite battle and to measure professional development during clinical research lab preparation, portfolio development and appraisal was proposed for the concluding twelvemonth Bachelor of Medical Laboratory Sciences and the Diploma in Medical Laboratory Technology pupils of the Kampala International University, Uganda in 2008. This article reports the experience of the usage of portfolios to measure professional development in these programmes.MethodsInstitutional blessing for the survey was obtained from the IREC. Eighteen concluding twelvemonth pupils who were undergoing clinical research lab preparation in the instruction infirmaries at the Kampala International University Teaching Hospital Ishaka and the Mulago Hospital in Kampala and take parting in everyday day-to-day research lab work were requested to compose and keep a portfolio consisting inside informations of their day-to-day experiences, work done and lessons learnt during their preparation. Their supervisors and programme facilitators provided day-to-day feedback on their work and endorsed all entries. At the terminal of their clinical research lab preparation, the portfolios were examined by the four module staff and an external tes ter. The pupils were besides required to do a 15 proceedingss presentation based on the portfolio content, and take interview on lessons learned and overall impact of the preparation on their development. A evaluation rubric used for the appraisal considered the quality of pupil ‘s presentation, portfolio content, presentation of pupil ‘s progressive development over clip, and their ability to do professional judgement. Questionnaires were used to find the pupils ‘ and raters ‘ positions on the acceptableness, convenience, and utility of this method of appraisal. The informations were analyzed quantitatively and qualitatively.Table 1: Rubric for the appraisal of the pupils ‘ portfoliosStandard met Standard non met 1 Presentation was complete in 15 proceedingss 2 Quality of presentation 3 Student showed progressive development over clip 4 Student reflected on experiences and could do good professional judgement 5 Portfolio content was equal 6 Overall appraisal Base on balls Fail General remarks:ConsequencesThe consequence showed that 70 two per cent ( 72 % ) of the pupils and assessors accepted the method as a valid and effectual agencies of measuring professional competency. Many pupils ( 15 of the 18 ) reported that it improved their committedness to the research lab preparation, and encouraged them to reflect on their day-to-day experiences. Both module and pupils reported that it allowed for frequent feedback and more battle in the programme. Many believed that it was a rational appraisal as it captured development over clip, but it was clip consuming and rather tasking on both pupils and staff. Eighty eight per cent ( 88 % ) were of the position that it should be a addendum and non a replacement for the standard written and practical trials.DiscussionThe development of portfolio as a tool for the appraisal of professional competency and development offers several advantages over the traditional criterion trials which to a big extent are reductionist and do non capture patterned advance over clip. Application of portfolio appraisal in Medical Laboratory Sciences instruction is non widespread and merely few studies are available in literature.7 This survey demonstrated that portfolio development and appraisal is good accepted by both staff and pupils in the medical research lab scientific disciplines programme of the Kampala International University. An of import facet of medical instruction is the matching of assessment methods with larning manner, as assessment thrusts larning. Portfolio appraisal aligns good with competence based instruction whose dogmas include learner centeredness, formative feedback, developmental procedure, contemplation, and multiple types and beginnings of assessment.3 This survey demonstrated this clearly as it promoted pupil /staff battle in the clinical research lab preparation programme, pupils ‘ ownership of their preparation, and reflective acquisition which are some of the advantages highlighte d by similar old studies of the usage of portfolio in other programmes.8, 9 The survey besides showed that many of the survey participants would non welcome this signifier of appraisal as the lone manner of pupil appraisal. Rather it would be a valuable add-on to the traditional methods of appraisal of competency. The restrictions of this survey include the little sample size used for the survey. It is recommended that a larger sample of pupils be included in a more luxuriant survey perchance over a longer study period. To ease the load of appraisal, utilizing structured interview to measure the portfolio as recommended by Burch and Seggie 10 could be helpful.Decision:The usage of portfolios to measure pupils ‘ advancement and professional competency in Medical Laboratory Sciences is a welcome proposition. It should be used to supplement the criterion written and practical trials. Its advantages include stimulation of pupil battle, self way, brooding acquisition, and monitoring of advancement over clip. It is nevertheless seen to be clip devouring for the pupils. Its debut extends the methods of appraisal in Medical Laboratory Sciences.Mentions1. Davis MHhttp: //informahealthcare.com/entityImage/ ? code=200B & A ; zwnj ; , Amin Zhttp: //informahealthcare.com/entityImage/ ? code=200B & A ; zwnj ; , Grande JP, O'Neill AEhttp: //informahealthcare.com/entityImage/ ? code=200B, Pawlina Whttp: //informahealthcare.com/entityImage/ ? code=200B & A ; zwnj ; , Thomas R. et al.Case surveies in outcome-based instruction. Medical Teacher 2007 ; 29 ( 7 ) :717-722 2. Driessen, E. , Van Tartwijk, J. , Overeem, K. , et Al. Conditionss for successful brooding usage of portfolios in undergraduate medical education.Medical Education 2005 ; 39:1230 -1235 3. Carraccio C. Portfolio Assessment: The Key to Learner Centered-Education. Downloaded from: hypertext transfer protocol: //innovationlabs.com/r3p_public/rtr2/downloads/Portfolios % 20R3P % 20Group % 20Plenary.ppt. Accessed 13/01/2010. 4. Friedman Ban David M, Davis M H, Harden R M, Howie P W, Ker J and Pippard M J. AMEE Medical Education Guide No 24: Portfolios as a method of pupil appraisal. Medical Teacher 2001 ; 23 ( 6 ) :535-551 5. McCready T. Portfolios and the appraisal of competency in nursing: A literature reappraisal. International Journal of Nursing Studies 2007 ; 44 ( 1 ) :143-151 6. Izatt S. Educational positions: Portfolios: The following appraisal tool in medical instruction? NeoReviews 2007 ; 8 ( 10 ) : e405 7. Thom & A ; eacute ; G, Hovenberg H, Edgren G. Portfolio as a method for uninterrupted appraisal in an undergraduate wellness instruction programme. Medical Teacher 2006 ; 28 ( 6 ) : e171-e176 8. Lim J L K, Chan N F, Cheong P Y. Experience with portfolio-based acquisition in household medical specialty for maestro of medical specialty grade. Singapore Med J 1998 ; 39 ( 12 ) : 543 – 546 9. Hadfield I, Murdoch G, Smithers J, Vaioleti L, Patterson H. Is a professional portfolio, as a record of continued professional development, the most effectual method to measure a physical therapist ‘s competency? New Zealand Journal of Physiotherapy 2007, 35 ( 2 ) :72-83. 10. Burch VC, Seggie JL. Use of a structured interview to measure portfolio-based acquisition. Medical Education 2008 ; 42 ( 9 ) : 894-900

Beta Blocker in Case of Heart Failure Essay

Introduction : Beta-blockers, also known as beta antagonists, beta-adrenergic blocking agents, or beta-adrenergic antagonists, are drugs that are prescribed to treat several different types of conditions, including hypertension (high blood pressure), angina, some abnormal heart rhythms, heart attack (myocardial infarction), anxiety, migraine, glaucoma, and overactive thyroid symptoms. Beta-blockers block the action of the sympathetic nervous system of the heart, thus reducing stress on the heart. The sympathetic nervous system activates the â€Å"fight or flight† response. It is part of the autonomic nervous system. Beta-blockers block beta-adrenergic substances, such as apinephrine (adrenaline) in the autonomic nervous system (involuntary nervous system). They slow down the heart beat, decrease the force of the contractions of the heart muscles, and reduce blood vessel contraction in the heart, brain, as well as the rest of the body. Generic Names:| Carvedilol / Metoprolol / Atenolol / Bisprolol / Propranolol / Timolol| Brand Names:| Coreg / Lopressor, Toprol XL / Tenormin / Zebeta / Inderal / Blocadren| How it is given:| Oral (tablet or capsule), intravenous (IV)| Indications : Doctors may prescribe beta-blockers for patients with tachycardias (rapid heart rates). They help patients with angina by lowering the amount of oxygen the heart muscles require. Angina pectoris occurs when the heart requires more oxygen than it is getting. Beta-blockers can help hypertensive patients because their effects on blood vessels lower blood pressure. Patients with hereditary tremors as well as those who suffer from migraines may benefit from taking beta-blockers. In other words, beta-blockers are known as beta- adrenoreceptor blocking agents and are used to treat: Commonly * Angina * Heart failure * High blood pressure (hypertension) * Irregular heart beat (atrial fibrillation) * Myocardial infarction (heart attack)   less commonly * Prevention of migraine * Thyrotoxicosis (overactive thyroid) * Anxiety * Tremor * Glaucoma (as eye drops) ————————————————- The first clinically useful beta adrenergic receptor antagonist was called Propranolol. It was invented by Sir James W. Black (born 1924), a Scottish doctor and pharmacologist. Sir James also synthesized Cimetidine (for the treatment of heartburn and peptic ulcers) and was awarded the Nobel Prize for Medicine in 1988. Propranolol revolutionized the medical management of angina pectoris – it is considered as one of the major contributions to clinical medicine and pharmacology of the 20th century. Mechanism of work : The use of beta blockers in heart failure is primarily associated with the medication’s effect on heart rate. The medication, by way of the sympathetic nervous system, decreases the patient’s heart rate, preventing the heart from having to work harder because of the condition. This effect was not considered desirable for heart failure patients when the medication was first studied, however. A lowered heart rate has the risk of worsening heart failure symptoms, but as research continued, beta blockers proved to have benefits that outweighed this risk. The exact etiology of the case of heart failure is of importance when a doctor is deciding whether to use beta blockers. A case that is present because of impaired ventricular filling, in contrast to a case caused by impaired ventricular emptying, seems to respond better to beta blockers in heart failure. In addition to their sympathetic action on heart muscle, beta blockers in heart failure influence the kidney’s renin/angiotensin system. Beta blocking medications cause the secretion of the hormone, renin, to decrease. As renin decreases, a cascade of events transpires that decrease the heart’s demand for oxygen. The cascade lowers extracellular fluid volume and increases the blood’s ability to hold and carry oxygen to body tissues. Beta blocker treatment can be supplemented, and is supplemented in most cases, with diuretics and angiotensin-converting enzyme (ACE) inhibitors that enhance this effect. Patients who have significant dyspnea — shortness of breath — while they remain at rest are among those who may not be candidates for treatment with beta blockers. Having severe dyspnea can increase the risks that are associated with beta blocker treatment. Some patients are considered hemodynamically unstable if their blood does not carry oxygen well, even under normal circumstances; these patients may not be good candidates for treatment either. Heart problems – for a patient with heart problems beta-blockers can reduce the workload for the heart; so that it does not have to work so hard to supply all parts of the body with oxygen-rich blood. For people with angina, heart failure, or after a heart attack, reducing the heart’s workload is crucial. Drugs Used in case of Heart Failure : * Propranolol * Metoprolol tartrate (Lopressor) and metoprolol succinate (Toprol XL)| * | * Carvedilol (Coreg)| * | * Bucindolol (Bextra)| * | * Bisoprolol (Zebeta)| * | Side Effects : The most common side effects are: * Cold feet * Cold hands * Diarrhea * Fatigue * Nausea * Very slow heartbeat The following less common side effects are also possible: * Sleeping difficulties and disturbances * Bad dreams (nightmares) * Erectile dysfunction (male inability to achieve or sustain an erection during sex) References : Myo clinic www.Hearthealthywomen.com http://www.wisegeek.com