Definition of Nursing Essay Example for Free

Definition of Nursing Essay The definition of nursing as put forward by the American Nurses Association describes a framework that incorporates caring and health promotion. It is far reaching and intentionally inclusive to all fellow human beings. It has a goal to advocate and help decrease any element of suffering. Nursing is a professional body which strongly advocates the advancement of professional knowledge. Scholarly resources are used to anchor our credibly with research findings. The use of objective data develops processes to improve outcomes of care. Attentions are focused on human action and reactions to changes in health. The body of nursing  acts as influential body to impact social justice. The definition opens the scope of similarities and difference in approach where nurses can provide optimal care for their patients. The metaparadigm concepts: person, health, environment and nursing are platforms in which the protection, health promotion and goal to alleviate suffering can be developed. Dr Jean Watson, a nurse theorist is best now for her work on human caring. She asserts caring as central focus for nursing. Caring serves as pivot to the metaparadigm concepts. She found nurses who were not able to practice caring became harsh and brittle (as cited in Watson, 2009, p.467). As I work with my patients I now realize how my plans of care are based on theses metapadigm concepts. I frequently ask my coworkers what worked best for the patient and why. Then I incorporate that in my daily plan of care. References Watson, J. (2009). Caring science and human caring theory:transforming personal and professional practices of nursing and healthcare. Journal of Health and Human Services Administration,31(4), 466-483.

Law Essays Certain Selling Arrangements

Law Essays Certain Selling Arrangements Certain Selling Arrangements The introduction of certain selling arrangements has imposed an unnecessary straitjacket on the development of the Keck principle. Not only is the Keck formula too narrow; paradoxically, it is also too broad in that it catches dynamic measures (such as restrictions on advertising) and therefore takes them outside the scope of Article 28 even though they do affect inter-state trade. (C. Barnard, The Substantive Law of the EU. The Four Freedoms (OUP 2d ed.) at 149). Discuss Article 28 (ex 30) EC provides that: â€Å"Quantitative restrictions on imports and all measures having equivalent effect shall be prohibited between Member States†. Although this may initially seem simple, it has caused substantial difficulties when it comes to measures having equivalent effect when the rules are indistinctly applicable (ie. they apply equally to domestic and non domestic goods). As will be seen, the confusion around dealing with these measures was intended by the ECJ to be halted by the judgment in Keck. This essay will critically evaluate the decision in Keck in order to consider whether it has indeed served this purpose. A definition of measures having equivalent effect to quantitative restrictions was introduced by the ECJ in 1974 in the case of Procureur du Roi v Dassonville: â€Å"All trading rules enacted by Member States which are capable of hindering, directly or indirectly, actually or potentially, intra-Community trade are to be considered as measures having an effect equivalent to quantitative restrictions.† Although this definition proved helpful to the Court, its application tended not to distinguish between indirectly and directly applicable measures. It was also very broad, leaving many regulations open to examination by the Court. This in turn lead to large amounts of litigation for the Court to deal with. In Rewe-Zentral AG v Bundesmonopolverwaltung fur Branntwein (â€Å"Casis de Dijon†) a narrower approach was adopted. The case concerned the legality of a German law which prescribed a minimum alcohol level of 25% for certain spirits, including cassis. German cassis was above the 25% level, but French cassis was not. Therefore, although the German law was indistinctly applicable, the result of the measure was to preclude the French cassis from the German market. The ECJ applied the Dassonville formula but went on to state that: â€Å"Obstacles to movement within the Community resulting from disparities between the national laws relating to the marketing of the products in question must be accepted insofar as those provisions may be recognised as being necessary in order to satisfy mandatory requirements relating in particular to the effectiveness of fiscal supervision, the protection of public health, the fairness of commercial transactions and the defence of the consumer.† The case therefore introduced the concept of the ‘rule of reason’ to applications of Article 28 in the context of indistinctly applicable measures. In the Cassis de Dijon case itself it was held that the measure had been enacted in the interests of public health and fairness to commercial transactions, but that it was not a necessary means to achieve these objectives and was therefore in breach of Article 28. The cases concerned the legality of a French law prohibiting the resale of goods in an unaltered state at prices lower than their purchase price. Keck and Mithouard were prosecuted for breach of this law but claimed that the rule was incompatible with EC law. The ECJ considered Article 28 and applied the Dassonville formula. It was stated that the legislation could have the effect of restricting the volume of sales of imported goods as it deprived traders of an important method of sales promotion. The Court then went on to state that:Although the Cassis de Dijon case placed a limit on the very broad approach of the Dassonville formula, it was not without its problems. The application of the ‘rule of reason’ was difficult for domestic courts. The ‘Sunday Trading’ cases demonstrated this when a challenge was made to the legality under Article 28 of national rules limiting Sunday trading. In some cases it was held by the national courts that the rules were just ified, in others that they were disproportionate. As a result of this uncertain approach, a change in the way the ECJ dealt with this problem was clearly necessary. This change came in the form of Keck and Mithouard which â€Å"marks an important turning-point in the Court’s jurisprudence on Article 28†. â€Å"In view of the increasing tendency of traders to invoke Article 30 of the Treaty as a means of challenging any rules whose effect is to limit their commercial freedom even where such rules are not aimed at products from other Member States, the Court considers it necessary to re-examine and clarify its case law on this matter.† The Court then considered the Cassis de Dijon case and the extent to which the application of rules which limited free movement of goods could be justified as in the public interest: â€Å"However, contrary to what has previously been decided, the application to products from other Member States of national provisions restricting or prohibiting certain selling arrangements is not such as to hinder directly or indirectly, actually or potentially, trade between Member States within the meaning of the Dassonville judgment †¦ provided that these provisions apply to all affected traders operating within the national territory and provided that they affect in the same manner, in law and fact, the marketing of domestic products and of those from other Member States.† It was therefore held that Article 28 did not apply to ‘selling arrangements’ and therefore the French law had not been in breach of the EC law. The decision in Keck has been said to be ‘lacking in principle’, yet it has also been praised for its ‘tendency to cut back on unnecessary intrusions into the laws of the Member States in cases where access to the relevant national market is not at stake’. Perhaps the most controversial aspect of the decision is the distinction draw between rules that are to do with the product itself, and rules which relate to the selling arrangements in place for that product. Indeed, it has proved difficult to determine exactly what is meant by ‘selling arrangements’. In Hunermund pharmacists were prohibited from advertising, outside their premises, products which they were authorised to sell. It was held that this was a method of sales-promotion and was therefore outside the scope of Article 28. Moreover, in Banchero defendants to a smuggling charge invoked Article 28 in relation to Italian rules reserving the retail sale of tobacco to authorised distributors. The authorised distributors could only gain such status where the national body which held a monopoly over tobacco production in the country granted it. It was held that the system did not impede access to the national market, was a selling arrangement, and was therefore compatible with Article 28. In contrast, measures constituting requirements to be met, such as a Dutch law prohibiting dealings in gold and silver products not bearing certain hallmarks (Houtwipper) and German laws requiring the labelling of the contents of certain foods additional to those specified under EC law (Commission v Germany) are within the scope of Article 28 as they relate to the goods themselves, rather than merely the selling of the goods. The difficulties in lack of workable definition of a ‘selling arrangement’ are seen particularly starkly when considering the Courts’ approach to the advertising of goods. In Leclerc-Siplec the ECJ held that legislation which prohibits television advertising in a particular sector amounted to a selling arrangement. Therefore, even a complete ban on advertising of certain products will not come within the scope of Article 28 if the ban applies to domestically produced and imported products equally in law and in fact, as the Court held when considering a ban on television advertising directed at children under 12 in Komsummentombudsmannen v De Agostini. This means that the free movement of goods can be seriously hampered and the main provision designed to prevent this will have no effect whatsoever. In this sense, the approach offered by Keck is too broad. However, advertising and other measures intended to increases sales have not always been held to be ‘selling arrangements’. In Vereinigte Familiapress Zeitungsverlags- und Vertriebs GmbH v Heinrich Bauer Verlag Austria had prohibited periodicals from featuring prize draws or competitions. The ECJ formed the view that publishers would use such competitions with the hope of increasing circulation. However, the rule was held not to be a selling arrangement as it concerned the content of the magazine, equating to a requirement to be met. Article 28 applied and the Austrian rule was in breach of it. Although the measure was justifiable under the Cassis de Dijon formula, the provisions of Keck were too narrow to include this scenario. This approach therefore does not solve the problem created by the Cassis de Dijon case of uncertainty in application. Furthermore, in Schutzverband gegen unlauteren Wettbewerb v TK-Heimdienst Sass GmbH Austrian legislation provided that bakers, butchers and grocers may offer goods for sale on rounds in a given administrative district only if they also traded from a permanent establishment in that district or an adjacent municipality, where they offered the same goods for sale as they did on their rounds. It was that this amounted to a ‘selling arrangement’ but one which did have a differential impact on domestic traders and others. This approach therefore entails an analysis of market access, which was a factor in the pre-Keck jurisdiction, but which was supposedly outside of the Keck approach. The academic reaction to Keck at the time of the decision was in the main critical and it was argued that Keck placed too much emphasis on factual and legal equality at the expense of market access. It was suggested that denying that selling arrangements came within Article 28 as long as they did not discriminate in law or in fact ignored the importance of market access as trading rules could be formally equal yet still operate so as to inhibit market access. Academics have therefore argued for an approach based on market access, with a main advocate being Weatherill. He has suggested that the correct approach should be to focus on market access rather than just factual and legal equality. To this end he has proposed a modified test: â€Å"Measures introduced by authorities in a Member State which apply equally in law and in fact to all goods and services without reference to origin and which impose no direct or substantial hindrance to the market of that Member State escape the prohibition of Articles 30 and 59 [as were].† This opinion was not confined to academics, and was raised judicially by Advocate General Jacobs in Leclerc-Siplec. Jacobs AG felt that advertising could play an important role in breaking down barriers to inter-state trade and was therefore dissatisfied that it should be outside Article 28. He suggested a modification to involve a test of ‘substantial’ hindrance, so that if a substantial restriction on access to the market was acting then it should be caught by Article 28. However, this suggestion was not applied by the ECJ. Further judicial consideration has come from Advocate General Maduro in Alfa Vita where he stated that while Keck was intended to clarify the ambit of Article 28, it had ‘proved to be a source of uncertainty for economic operators’. He went suggested a three point solution: prohibition of all discriminatory provisions, whether direct or indirect; the requirement that any supplementary costs on cross-border activity be justified and; that any measure which impedes to a greater extent the access to the market and the putting into circulation of products from other Member States should be considered to be an MEQR. From the analysis above it may be concluded that although the Court in Keck attempted to resolve the problems of both the broad approach of Dassonville and the difficult to apply Cassis de Dijon, the result has been far from simplistic. Indeed, it is still unclear as to exactly what factors the court will consider when examining the legality of provisions in relation to Article 28. What is clear though, is that the Court is again willing to reconsider the approach and there may yet be a further attempt to restructure the approach to this area of free movement. Bibliography Barnard, C. (2001), â€Å"Fitting the Remaining Pieces into the Goods and Persons Jigsaw?†, 26 ELRev 35 Connor, T. (2005), â€Å"Accentuating the Positive: The ‘Selling Arrangement’, The First Decade, and Beyond†, International and Comparative Law Quarterly, 54, 1, 127 Craig, P. De Bà ºrca, G. (2008), EU Law: Text, Cases and Materials, 4th Edition, Oxford University Press Enchelmaier, S. (2004), â€Å"Four Freedoms, How Many Principles?†, Oxford Journal of Legal Studies, 24, 155 Chalmers, D. (1994), â€Å"Repackaging the Internal Market – The Ramifictions of the Keck Judgment†, 19 ELRev 385 Fairhust, J. (2007), Law of the European Union, 6th Edition, Pearson Longman Gormley, L. (1994), â€Å"Reasoning Renounced? The Remarkable Judgment in Keck Mithouard† EBLRev 63 Reich, N. (1994), â€Å"The November Revolution: Keck, Meng, Audi Revisited†, 31 CML Rev 459 Roth, W.H. (1994), â€Å"Casenote on Keck and Hunermund†, 31 CML Rev 845 Steiner, J., Woods, L., Twigg-Flesner, C., (2006), EU Law, 9th Edition, Oxford University Press, pg 374. Weatherill, S., (1996), â€Å"After Keck: Some Thoughts on how to Clarify the Clarification†, 33 CML Rev, 885

Amitraz Poisoning Management | Case Study

Amitraz Poisoning Management | Case Study Title of the article: Amitraz Poisoning – A rare pesticide Poisoning Abstract: Amitraz, an insecticide/acaricide of the formamidine pesticide group, is a alpha 2 adrenergic agonist used to a great extent in veterinary and agricultural products for the treatment of ectoparasitic manifestations. In the current article we report the findings of a case of 22 year old female who consumed about 50 ml Amitraz poison by oral route as a suicidal attempt. On arrival to Emergency Department the patient presented in deep comatose state, respiratory depression, bradycardia, hypotension, miosis, hypothermia, and hyperglycemia.she recovered completely within 48 hours with adequate supportive care. The case report throws considerable light on the management of Amitraz poisoning, good prognosis with early recognition, initial stabilisation, reducing absorption, supportive management with Iv fluids, airway management, monitoring urine output and other supportive care, very few cases of intoxications in human beings due to the pesticide have been published in literature It has be come imparative to intruct the pesticide manufacturers to initiate suitable measures to decrease the incidence of Amitraz poisoning by prominent and clear warning labels on the containers and potential hazards of the compound. Key-words: Amitraz; poisoning ; alpha 2 adrenergic agonist; miosis Key Messages [D1]: Introduction Amitraz, a triazapentadiene compound and a member of the amidine chemical family is a formamidine pesticides which is increasingly being used as an insecticide and an acaricide to control animal ectoparasites [1-3]. The formulations available for chemical use contain 12.5-50% in an organic solvent called xylene, which itself is used in plant cleaners and glues[4].Amitraz is a Alpha 2 adrenergic agonist stimulating alpha 2 adrenergic receptors in the Central Nervous System(CNS).and both alpha 1 and alpha 2 adrenergic receptors in the periphery. Poisoning occurs throgh oral, inhalational (the mostpotential), and dermal routes and is accompanied by numerous signs and symptoms varying from CNS depression (drowsiness, coma, and convulsion), to miosis, or rarely, mydriasis, respiratory depression, bradycardia, hypotension, hypothermia or fever, hyperglycemia, polyuria, vomiting, decreased gastrointestinal motility, and intestinal distension [4].Adverse effects and side effects have been re ported in animals exposed to the product : however only few cases of human toxication have been published in Indian literature. we present a young female patient with Amitraz poisoning who was conservatively managed with complete recovery hence significantly contributing to the limited human toxicological data. Case History[D2]: An 22 year old female was brought to our Emergency Department (ED) with a history of suicidal consumption of about 50 ml Amitraz poison eight hours before being brought to our ED, her first symptom had begun about 30 minutes post ingesion and included nausea and vomiting, thus she was taken to a hospital in their locality where intravenous crystalloids were started and referred to our centre. On arrival to our department the patient was deeply comatose with a GCS scale of 4/15. Her pulse rate, respiratory rate, blood pressure and temperature were 50/min, blood pressure was 92/64 mm of Hg, 16/minand 36.8 degree celsius respectively. On examination of CNS her pupil were bilaterally constricted, all four limbs had hypotonia and there was bilateral flexor plantar response. Other systemic examination were normal, there was no exessive oral secretions or any fasciculations.Gastric lavage with activated charcoal was given and patients airway was secured with endotracheal intubation due to l ow GCS.she was then admitted to ICU for further management her lab tests (Complete blood count, serum electrolytes, renal function tests, liver function tests), serum pseudocholinestrase levels, electrocardiography, routine urine tests and chest xray were normal except glucose level of 192 mg/dl.A urine test for drugs of abuse was negative and blood alcohol levels were normal. Ct brain plain was done which was normal.She was treated with supportive care in the ICU with IV Flluids, respiratory and cardiac monitoring, Atropine (once 2mg stat) was adminitered for transient bradycardia.over the next 24 hours she gradually improved and was extubated. Her vitals signs were Heart rate of 70/min and blood pressure was 110/70 mm of Hg. By the following day she was completely concious and was able to answer the question and she was shifted to general ward and was discharged after consultation with a psychiatrist. Discussion: Amitraz is increasingly being used worldwide in veterinary and agricultural products for the treatment of ectoparasitic manifestations. Formamidines show reversible toxic effects on both animals and humans [1]. The present knowledge about Amitraz and Foramine pesticides is usually built on animal studies as the available human intoxication is limited. It can cause poisoning in animals and humans via oral, inhalational or dermal routes. The toxicity from this poisoning can be attributed both Amitraz and the solvent, xylene. Although the ingested dose of Amitraz can not be determined because it is diluted 1 part in 500 before usage. The acute oral medical lethal dose(LD50) for the rats is 800/kg body weight.[3, 4]. The clinical features of this poisoning reported in previous reports include CNS depression, drowsiness, vomiting, miosis, bradycardia, hypotension, and hyperglycemia. The duration of CNS depression has ranged from a few hours to 24 h [4]. CNS symptoms began within 120-180 m inutes and resolved within 12-24 hrs in our case. Sedative effects of ÃŽ ±2-agonists are dose dependent[1]. Coma, absence of light reflex, and respiratory failure are due to the ingestion of greater amounts of amitraz supporting its dose-dependent effects. Our patient was fully conscious after 48hrs. This time has been reported to be 2-48 h in previous reports. The effect of amitraz on ÃŽ ±1– and ÃŽ ±2-receptors causes bradycardia [5]. In addition, literature reported hyperglycemia, hypotension, and bradycardia in amitraz poisoning and attributed them to the alpha-2 adrenoceptor agonist action of amitraz [6]. In our case, bradycardia was also present accompanying with miosis. Co-existence of bradycardia, miosis, and the respiratory depression leads to confusion with organophosphate or opioid poisonings, both of which should be excluded. Using atropine for treatment of bradycardia is controversial. Most studies, however, have reported atropine to resolve both miosis and bradycardia. Atropine is the first line therapy for the bradycardia resulted from vagal stimulation and atrioventricular blocks. Alpha-2 adrenergic drugs can also cause bradycardia by stimulating the dorsal motor nucleus of the vagus nerve. Studies have shown that atropine increases the heart rate and prevents Amitraz induced bradycardia in Animals(2). In our patient atropine was given once with the adult dose. Amitraz and its active metabolites inhibits insulin and stimulate glucagon secretion, hyperglycemia was detected in our case as reported in previous studies by Demirel and colleagues[7] Kalyoncu and colleagues have reported hyponatremia in their three cases[9], Usually BUN, creatinine, serum sodium and potassium do not change with this poisoning, in our case creatinine, serum potassium and sodium were normal. Kalyoncu and associates have reported respiratory alkalosis in two, respiratory acidosis in three and metabolic acidosis in five cases[9], in our patient the analysis of blood gases were normal. Avsarogullari et al reported hyperglycemia and fast deterioration of the patients with amitraz poisoning(within 5 minutes of ingestion of toxin)[8] Whenever a patient presents with bradycardia and miosis, organophosphorus compound poisoning should be considered as a differential diagnosis a along with Amitraz. Other signs and symptoms of organophosphorus compound should be looked for and a cholinesterase level should be done. Amitraz levels in blood was not done because it was unavailable at our institute and other referral laboratories. It is made clear that the basic approach to a patient with amitraz poisoning involves initial stabilisation, reducing absorption and increasing elimination of the toxin. there is no specific antidote[2] medical management involves supportive measures like gastric lavage, activated charcoal administration and securing the airway. Depending on the patients condition additional measures like oxygen supplementation or mechanical ventilation for respiratory depression, atropine for severe bradycardia, intravenous fluids and vasopressors for hypotension, diazepam or lorazepam for seizures. This case report throws considerable light on the management of Amitraz poisoning, good prognosis with early recognition and timely supportive management as the available human toxicological data are limited. When appropriate timely supportive treatment is given, Amitraz intoxication in humans caries a low morbidity and mortality inspite of rapidly progressing and life threatening clinical picture. It has become imperative to instruct the pesticide manufacturers to initiate suitable measures to decrease the incidence of Amitraz poisoning  by placing prominent and clear warning labels on containers. References[D3]: Queiroz-Neto A, Zamur GSC, Carregar O AB, 182 Motoqueiro MI, Harkins JD, Tobin T. Characterization of the 183 antinociceptive and sedative effect of amitraz in horses. J Vet 184 Pharmacol Ther 1998; 21:400-5. 1852. Agin H, Calkavur S, Uzun H, Bak M. Amitraz poisoning: clinical and laboratory findings. Indian Pediatr 2004; 41:482-6. Eizadi-Mood N, Sabzghabaee AM, Gheshlaghi F, Yaraghi A. Amitraz Poisoning Treatment: Still Supportive? Iran J Pharmaceut Res 2011; 10:155-8. Shitole DG, Kulkarni RS, Sathe SS, Rahate PR. Amitraz poisoning-an unusual pesticide poisoning. J Assoc Physicians India 2010; 58:317-9. Jorens PG, Zandijk E, Belmans L, Schepens PJ, Bossaert LL. An unusual poisoning with the unusual pesticide amitraz. Hum Exp Toxicol 1997; 16:600-1. Jones RD. Xylene/amitraz: a pharmacologic review and profile. Vet Hum Toxicol 1990; 32:446-8. Demirel Y, Yilmaz A, Gursoy S, Kaygusuz K, Mimaroglu C. Acute amitraz intoxication: retrospective analysis of 45 cases. Hum Exp Toxicol 2006; 25:613-7. Avsarogullari L, Ikizceli I, Sungur M, Sà ¶zà ¼er E, Akdur O, Yà ¼cei M. Acute amitraz poisoning in adults: clinical features, laboratory findings, and management. Clin Toxicol (Phila) 2006; 44:19-23. Kalyoncu M, Dilber E, Okten A. Amitraz intoxication in children in the rural Black Sea region: analysis of forty-three patients. Hum Exp Toxicol 2002; 21:269-72. [D1]1 Provide appropriate messages of about 35-50 words to be printed in centre box [D2]1 Include the tables/charts at appropriate places in the text it self. Do not include images in the text. Mark the point of insertion of images (e.g. Figure 1) along with the legends. Send the images separately as jpeg files (not larger than 100 kb each) [D3]1 Follow the punctuation marks carefully. Do not include unnecessary bibliographic elements such as issue number, month of publication, etc. Include names of six authors followed by et al if there are more than six authors.

Personal Diet and Weight Loss Management Analysis Essays -- losing wei

Personal Diet and Weight Loss Management Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Each morning I get on the scales and hope that I can celebrate losing a pound or two. The numbers I see on the scale represent a gauge that keeps me moving forward in a weight loss program. When I look at the numbers on the scale I realize I am making progress in losing weight, however, am I putting my body at more risk just by limiting certain foods? Comparing and contrasting my typical diet to the amounts of daily nutrients recommended in the United States Department of Agriculture (USDA) Food Guide Pyramid has proven that I am not a healthy eater. I may have to make some dramatic changes or face significant health issues in the future. After reviewing several plans, I have chosen the South Beach Diet to follow to take advantage of the healthy benefits of following a low-carbohydrate diet.   Ã‚  Ã‚  Ã‚  Ã‚  The analysis of my dietary intake for two days is demonstrated on the chart below with the USDA guidelines for my age, gender and lifestyle group, a sedentary female over 50, as a comparison to the food groups and nutrients consumed (Dietary Guidelines for Americans, 2005):   Ã‚  Ã‚  Ã‚  Ã‚  Figure 1: Personal Diet as compared to Recommended Nutrition Intake   Ã‚  Ã‚  Ã‚  Ã‚  Nutrient  Ã‚  Ã‚  Ã‚  Ã‚  Recommended  Ã‚  Ã‚  Ã‚  Ã‚  Day 1  Ã‚  Ã‚  Ã‚  Ã‚  Day 2  Ã‚  Ã‚  Ã‚  Ã‚  Findings Energy Intake  Ã‚  Ã‚  Ã‚  Ã‚  1600 calories  Ã‚  Ã‚  Ã‚  Ã‚  1770  Ã‚  Ã‚  Ã‚  Ã‚  1541  Ã‚  Ã‚  Ã‚  Ã‚  Need to stabilize Grain Group  Ã‚  Ã‚  Ã‚  Ã‚  6 servings  Ã‚  Ã‚  Ã‚  Ã‚  5  Ã‚  Ã‚  Ã‚  Ã‚  3  Ã‚  Ã‚  Ã‚  Ã‚  Need to stabilize Vegetable Group  Ã‚  Ã‚  Ã‚  Ã‚  3 servings  Ã‚  Ã‚  Ã‚  Ã‚  3  Ã‚  Ã‚  Ã‚  Ã‚  1  Ã‚  Ã‚  Ã‚  Ã‚  Need to stabilize Fruit Group  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  Ã‚  1.5  Ã‚  Ã‚  Ã‚  Ã‚  1  Ã‚  Ã‚  Ã‚  Ã‚  Need to increase Meat Group (ounces)  Ã‚  Ã‚  Ã‚  Ã‚  5  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  Ã‚  1.25  Ã‚  Ã‚  Ã‚  Ã‚  Need to increase Protein Grams  Ã‚  Ã‚  Ã‚  Ã‚  72.8  Ã‚  Ã‚  Ã‚  Ã‚  90  Ã‚  Ã‚  Ã‚  Ã‚  58  Ã‚  Ã‚  Ã‚  Ã‚  Need to stabilize Fat Grams  Ã‚  Ã‚  Ã‚  Ã‚  53  Ã‚  Ã‚  Ã‚  Ã‚  93  Ã‚  Ã‚  Ã‚  Ã‚  62  Ã‚  Ã‚  Ã‚  Ã‚  Need to reduce Carb Grams  Ã‚  Ã‚  Ã‚  Ã‚  217  Ã‚  Ã‚  Ã‚  Ã‚  232  Ã‚  Ã‚  Ã‚  Ã‚  180  Ã‚  Ã‚  Ã‚  Ã‚  Need to stabilize Fiber Grams  Ã‚  Ã‚  Ã‚  Ã‚  20-50  Ã‚  Ã‚  Ã‚  Ã‚  15  Ã‚  Ã‚  Ã‚  Ã‚  14  Ã‚  Ã‚  Ã‚  Ã‚  Need to increase Water (ounces)  Ã‚  Ã‚  Ã‚  Ã‚  64  Ã‚  Ã‚  Ã‚  Ã‚  48  Ã‚  Ã‚  Ã‚  Ã‚  32  Ã‚  Ã‚  Ã‚  Ã‚  Need to increase Sodium mg  Ã‚  Ã‚  Ã‚  Ã‚  1423  Ã‚  Ã‚  Ã‚  Ã‚  1820  Ã‚  Ã‚  Ã‚  Ã‚  940  Ã‚  Ã‚  Ã‚  Ã‚  Need to stabilize Iron as % of RDA  Ã‚  Ã‚  Ã‚  Ã‚  14  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  Ã‚  6  Ã‚  Ã‚  Ã‚  Ã‚  Need to increase   Ã‚  Ã‚  Ã‚  Ã‚  Nutrient  Ã‚  Ã‚  Ã‚  Ã‚  Recommended  Ã‚  Ã‚  Ã‚  Ã‚  Day 1  Ã‚  Ã‚  Ã‚  Ã‚  Day 2  Ã‚  Ã‚  Ã‚  Ã‚  Findings Cholesterol mgs  Ã‚  Ã‚  Ã‚  Ã‚  184  Ã‚  Ã‚  Ã‚  Ã‚  331  Ã‚  Ã‚  Ã‚  Ã‚  75  Ã‚  Ã‚  Ã‚  Ã‚  Need to stabilize Calcium as % of RDA  Ã‚  Ã‚  Ã‚  Ã‚  1000-2000mg = 100%  Ã‚  Ã‚  Ã‚  Ã‚  28%  Ã‚  Ã‚  Ã‚  Ã‚  25%  Ã‚  Ã‚  Ã‚  Ã‚  Need to increase   Ã‚  Ã‚  Ã‚  Ã‚  The comparison of my two-day nutrition intake to recommendations demonstrates that I do not consistently consume a healthy diet. I do not follow the recommendations in the Food ... ...  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Turkey Roll up (2 slices Turkey breast in Lettuce leaves)  Ã‚  Ã‚  Ã‚  Ã‚  54  Ã‚  Ã‚  Ã‚  Ã‚  10  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  Ã‚  1  Ã‚  Ã‚  Ã‚  Ã‚  0  Ã‚  Ã‚  Ã‚  Ã‚  604  Ã‚  Ã‚  Ã‚  Ã‚  17  Ã‚  Ã‚  Ã‚  Ã‚  1 Cilantro Mayonaise (1tbsp)  Ã‚  Ã‚  Ã‚  Ã‚  36  Ã‚  Ã‚  Ã‚  Ã‚  0  Ã‚  Ã‚  Ã‚  Ã‚  3  Ã‚  Ã‚  Ã‚  Ã‚  3  Ã‚  Ã‚  Ã‚  Ã‚  1  Ã‚  Ã‚  Ã‚  Ã‚  104  Ã‚  Ã‚  Ã‚  Ã‚  4  Ã‚  Ã‚  Ã‚  Ã‚  0 Water  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Lunch  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Crab Cobb Salad  Ã‚  Ã‚  Ã‚  Ã‚  267  Ã‚  Ã‚  Ã‚  Ã‚  27  Ã‚  Ã‚  Ã‚  Ã‚  12  Ã‚  Ã‚  Ã‚  Ã‚  13  Ã‚  Ã‚  Ã‚  Ã‚  4  Ã‚  Ã‚  Ã‚  Ã‚  1012  Ã‚  Ã‚  Ã‚  Ã‚  95  Ã‚  Ã‚  Ã‚  Ã‚  4 Water  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Mid Afternoon Snack  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Celery stuffed with one wedge Laughing Cow Light Cheese  Ã‚  Ã‚  Ã‚  Ã‚  47.2  Ã‚  Ã‚  Ã‚  Ã‚  2.85  Ã‚  Ã‚  Ã‚  Ã‚  2.6  Ã‚  Ã‚  Ã‚  Ã‚  2.5  Ã‚  Ã‚  Ã‚  Ã‚  1  Ã‚  Ã‚  Ã‚  Ã‚  296  Ã‚  Ã‚  Ã‚  Ã‚  0  Ã‚  Ã‚  Ã‚  Ã‚  0 Water  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Dinner  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Chicken en Papillote  Ã‚  Ã‚  Ã‚  Ã‚  144  Ã‚  Ã‚  Ã‚  Ã‚  27  Ã‚  Ã‚  Ã‚  Ã‚  4  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  Ã‚  0  Ã‚  Ã‚  Ã‚  Ã‚  86  Ã‚  Ã‚  Ã‚  Ã‚  65  Ã‚  Ã‚  Ã‚  Ã‚  1 Roasted Eggplant and Peppers  Ã‚  Ã‚  Ã‚  Ã‚  193  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  Ã‚  16  Ã‚  Ã‚  Ã‚  Ã‚  14  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  Ã‚  5  Ã‚  Ã‚  Ã‚  Ã‚  0  Ã‚  Ã‚  Ã‚  Ã‚  5 Lemon Zest Ricotta Cream  Ã‚  Ã‚  Ã‚  Ã‚  178  Ã‚  Ã‚  Ã‚  Ã‚  14  Ã‚  Ã‚  Ã‚  Ã‚  7  Ã‚  Ã‚  Ã‚  Ã‚  10  Ã‚  Ã‚  Ã‚  Ã‚  6  Ã‚  Ã‚  Ã‚  Ã‚  155  Ã‚  Ã‚  Ã‚  Ã‚  38  Ã‚  Ã‚  Ã‚  Ã‚  0 Red Wine (3.5 oz)  Ã‚  Ã‚  Ã‚  Ã‚  75  Ã‚  Ã‚  Ã‚  Ã‚  0  Ã‚  Ã‚  Ã‚  Ã‚  3  Ã‚  Ã‚  Ã‚  Ã‚  0  Ã‚  Ã‚  Ã‚  Ã‚  0  Ã‚  Ã‚  Ã‚  Ã‚  0  Ã‚  Ã‚  Ã‚  Ã‚  0  Ã‚  Ã‚  Ã‚  Ã‚  0 Water  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Daily Totals  Ã‚  Ã‚  Ã‚  Ã‚  1280  Ã‚  Ã‚  Ã‚  Ã‚  105.4  Ã‚  Ã‚  Ã‚  Ã‚  64.1  Ã‚  Ã‚  Ã‚  Ã‚  61  Ã‚  Ã‚  Ã‚  Ã‚  20  Ã‚  Ã‚  Ã‚  Ã‚  2965  Ã‚  Ã‚  Ã‚  Ã‚  659  Ã‚  Ã‚  Ã‚  Ã‚  14

Essay --

Samantha Rangel Professor Soma de Bourbon FYS 156/Technology and Society 15 November 2013 Serial Killer Everyone has heard or read about serial killers at one point in their lifetime. Serial killers are known to be dangerous psychotic people who enjoy killing. They are not known for being loveable towards their victims, they are brutal and have no regrets to what they do. One serial killer in particular was very brutal and has had a lot of fame around the world. Whenever someone hears the name Jack The Ripper, they wince at the thought of knowing what he did. Now a days they even have shows portraying Jack The Ripper. He is a widely known serial killer for the killing of five women. The police never identified Jack The Ripper, so no one has any idea who Jack The Ripper is. Jack murdered five women, prostitutes, and he horribly mutilated them between August 31- November 9, 1888 in Whitechapel, England (East End London). The investigators of the case believed that Jack might have had surgical knowledge due to the fact that three of the five women had their internal organs removed. Throu ghout Jacks killings there were hundreds of letters sent to the police and many of those letters hinted that they were Jack The Ripper or they were suggestions for ways to catch the Ripper. The police always disregarded those letters because they thought it was a waste of time reading over silly letters until one day three letters stood out of the bunch. The police believed that Jack The Ripper wrote them himself because they had specific details on how the women were being killed and they even said things like, â€Å" Yours truly, Jack The Ripper, Don’t mind me giving the trade name.† (casebook.org/ripper_letters) The three letters were â€Å"Dear Boss† (Sept... ...Most serial killers do have OCD which is obsessive compulsive disorder which is when you have to have things go a specific way or else you think everything is going wrong, so organized serial killers will most likely have this disorder. Having multiple personality disorder is when you have two personalities; one is your normal self which serial killers most likely use to cover up the fact that they are killers. Depression, anxiety, and panic attacks are triggered by the kind of things the serial killer goes through, so for depression the serial killer could get it from having a non-loving family, Anxiety can come from the struggles that the serial killer faces. Panic attacks can come from having too much anxiety. Serial killers are dangerous and very sick people. Most of them don’t realize they are doing something wrong because they could be severely mentally sick.

Encounter Part Ii– John Mcphee

Encounter Part II–John Mcphee An Island introduces Charles Fraser and David Brower, the two on a tour of Cumberland Island, Georgia. Charles Fraser, a real estate developer in Hilton Head Island, South Carolina with David Brower, a conservationist, the leader of a conservation organization called Friends of the Earth, the most effective single person on the cutting edge of conservation in this country.Charles Fraser has obtained 3000 acres of undeveloped Cumberland Island and he has bent over backwards in previous developments to preserve as much of the original landscape as he could, but he considers all environmentalists to be â€Å"druids† who will sacrifice people to save trees. Fraser considers himself a true conservationist, and he will say that he thinks of most so-called conservationists as â€Å"preservationists† but that he prefers to call them â€Å"druid. † â€Å"Ancient druids used to sacrifice human beings under oak trees,† â€Å"Mode rn druids worship trees and sacrifice human beings to those tree.They want to save things they like, all for themselves. † Fraser's characterization of environmentalists as modern druids who â€Å"worship trees and sacrifice human beings to those trees† provides the charge against Brower that forms the title of the book. Brower came to Georgia in order to stop Fraser's plan to develop Cumberland Island. Actually, Brower agreed that it would be a better candidate if Fraser developed Cumberland Island with federal protection. I think that both of them have common sense.Even though Fraser is a businessman, but he cares about the environment. I agree with Brower and I believe everyone has their own responsibility to get involved with environmental issues. Developing and environmental issue are always conflicted in current. Maybe we will find out the best solution to solve this puzzle. According to environmental ethic, we have to protect our environment first. I agree with t hat it is priority to protect our Earth Planet. I think it might be human nature, we always realize our mistake after we actually have made the mistake.For example in China, compare to 20 years ago, China’s economy has been developing to a very higher level, but the environment condition is going down to the hell. China has been studying and learning economic developing from Western for a long while and realized that economy is the most important thing for the country. Most of Chinese think that America is the superpower state in the world because our super economy and technology. Previous Chinese President, Mr. Deng Xiaoping, after his economic reforms, the whole country’s living standard has been increased enormously.During developing, Chinese has realized that economic developing has destroyed the country’s environment. Now it is the payback time for Chinese, even they want to spend 10 times more it won’t get the nature environment back. I don’t think that all the Chinese realize how important environment it is. I agree with most of Brower s opinion and I like to protect our green earth, but I believe that developing is very important too. Some of Fraser’s thoughts are right to me. I would like to see the developing with good environmental protection. The best asset religion offers is the moral framework by which practitioners must abide. 3] Since many environmental problems have stemmed from human activity, it follows that religion might hold some solutions to mitigating destructive patterns. Buddhism idealizes and emphasizes interconnection,[4] thereby creating a mindset that creates a productive and cooperative relationship between humans and nature. That all actions are based on the premise of interconnection makes the Buddhist mindset affective in generating modesty, compassion, and balance among followers, which may ultimately mitigate the harm done to the environment.One benefit of the Buddhist interconnected mindset is the inevitable humility that ensues. Because humans are entwined with natural systems, damage done upon the Earth is also harm done to humans. [5] This realization is quite modifying to a human race that historically pillages the Earth for individual benefit. When rational humans minimize the split between humanity and nature and bridge the gaps,[3] only then will a mutual respect emerge in which all entities coexist rather than fight.Buddhism maintains that the reason for all suffering comes from attachment. [6] When release from the tight grasp humanity has on individuality and separateness occurs, then oneness and interconnection is realized. So rather than emphasizing winners and losers, humanity will understand its existence within others; this results in a modesty that ends egoic mind. Another benefit of Buddhist practice to the environment is the compassion that drives all thinking. [3] When humans realize that they are all onnected, harm done to another will neve r benefit the initiator. [5] Therefore, peaceful wishes for everyone and everything will ultimately benefit the initiator. Through accepting that the web of life is connected[4]—if one entity benefits, all benefit[5]—then the prevailing mindset encourages peaceful actions all the time. If everything depends on everything else, then only beneficial events will make life situations better. Acceptance of compassion takes training and practice, which is also encouraged by Buddhist moral conduct in the form of mediation.This habitual striving for harmony and friendship among all beings creates a more perfect relationship between humanity and nature. Lastly, Buddhist mindset relies on taking the middle road or striving for balance. Siddhartha Gautama, the founder of Buddhism, spent his life searching for the outlet of human suffering, eventually concluding that a balance must be established between self-destruction and self-indulgence. [7] While modern, industrial humans emp hasize economic and social aspects of life and lastly environmental aspects, this view is lopsided. 5] When human preferences are leveled with environmental preferences—giving a voice to natural systems as well as human systems—then can balance and harmony be realized. Therefore, using this idealized and disciplined framework that Buddhism has to offer can create lasting solutions to amending the broken relationship between humanity and nature. What ensues is an ethic, rather than a short-term policy or technological fix. [5] When never-ending consumption patterns cease for the betterment of the world as a whole, then all systems will harmoniously interact in a non-abusive way. 5] Without needing to adopt a new religion, just recognizing and accepting this mindset can help to heal the environmental injuries of the past. Buddhists today are involved in spreading environmental awareness. In a meeting with the U. S Ambassador to the Republic of India Timothy J. Roemer, th e Dalai Lama urged the U. S to engage China on climate change in Tibet. [8] The Dalai Lama has also been part of a series on discussions organised by the Mind and Life Institute; a non profit organisation that specializes on the relationship between science and Buddhism.The talks were partly about ecology, ethics and interdependence and issues on global warming were brought up [9] According to some social science research, Christians and members of the Christian right are typically less concerned about issues of environmental responsibility than the general public. [1][2] Green Christianity is a broad field that encompasses Christian theological reflection on nature, Christian liturgical and spiritual practices centered on environmental issues, as well as Christian-based activism in the environmental movement. citation needed] Within the activism arena, green Christianity refers to a diverse group of Christians who emphasize the biblical or theological basis for protecting and celeb rating the environment. [citation needed] The term indicates not a particular denomination, but a shared territory of concern. [citation needed] http://en. wikipedia. org/wiki/Religion_and_environmentalism#Religions_and_the_environment

Critical Incident Assignment Essay

In this assignment, I will analyse and reflect on a critical incident that I was confronted with during school experience A (here after will be referred to as SEA). I will reflect on the implications that my critical incident has had on my practice and I will relate it to theory. In addition, I will make reference to four approaches of analysis which have been outlined by Tripp (1993). Tripp’s four approaches focus on the why challenge, personal theory, thinking strategies and dilemma identification. I will examine these four approaches and discuss the ways in which I can develop my teaching practice. Moreover, I will outline further recommendations for my future practice which will be suggested throughout this assignment. Pollard (2008) points out that reflection can help to develop the quality of teaching and it provides children with valued learning experiences. In addition, being reflective allows one to analyse and consider ways to improve their professional development. Nonetheless, Cottrell (2005) argues that there can be barriers to critical thinking because some may assume that it is a negative activity. Therefore, one may feel that it is only necessary to make positive comments rather than seeking for areas of development. Consequently, this does not lead to or provide constructive criticism for areas to become a better practitioner (Cottrell, 2005). However, in my opinion, I think that it is important to reflect on and be critical of my teaching practice for the reason that I can learn from what I have done, and consider ways to progress in my future practice. Tripp (1993) advocates that reflective teaching is crucial because it enables one to evaluate the decisions that they have made, and consider ways to develop and progress in their professional development. During my first placement, I was confronted with a critical incident which led me to make a decision based on my professional development. During my maths lessons, child x (an English as an additional learner) continuously shouted out without putting his hands up whenever I asked the class questions. His disruptive behaviour unsettled my teaching as well as the children’s’ learning which I found quite difficult to deal with. Every time that he shouted out, I immediately informed him that I would not accept his answer because he did not have his hand up. Nonetheless, he would take that opportunity to continue to shout out without putting his hands up. This limited their ability to focus and listen to the lesson that I was teaching. Consequently, to minimise the possibilities of child x disturbing further lessons, I decided that he would sit with the teaching assistant (who spoke the same language as child x) so that he would become less disruptive. Upon reflection, I think that I should have firmly implemented the behaviour management strategy by being stricter. In addition, I could have immediately given child x a warning for shouting out. Nonetheless, I have realised that I did not have as much confidence during my first placement as I would have desired. During my dilemma, it was at that point that I had think about and question my teaching strategies to consider reasons behind child x’s disruptive behaviour during my lessons. Thinking strategies Tripp (1993) highlights that thinking strategies help reflective thinkers to gain a deeper understanding of a critical incident. When we think about critical incidents, we must consider non-events which reinforce the idea that when something has happened, this usually means that other things have not happened. In relation to my critical incident, I considered what had happened with child x rather than reflecting what had he did not do. Nonetheless, as I reflect on this critical incident, I have realised that if I thought about what did not happen with child x, it may have revealed why he was being disruptive during my lessons. In addition, the thinking strategy helps me to reflect upon the good and bad points of my critical incident. I was pleased to see that child x was optimistic to participate in my lesson as he showed great enthusiasm. Nonetheless, my incident also reveals the pessimistic point of my incident. Although child x was engaged in the lesson, his behaviour was disruptive and he interrupted my teaching which did not benefit the pupils learning. Due to the fact that I am a reflective thinker, I could have thought about possible alternatives and considered the incident from the child’s point of view. For instance, rather than moving child x next to the teaching assistant, I could have considered how he felt and the reasons why he did not put his hand up during class discussions. If I chose to make an alternative decision, what would the outcome be? I continue to ask myself a series of questions. After my maths lessons, I proposed a series of questions to myself: why does he call out during my lessons? Why do I have the expectation that he should put his hand up? Should I have imposed a different solution rather than have child x sit next to the teaching assistant? Could I have handled the situation more effectively? I continued to ask myself a series of questions which enabled me to reflect on what I did and why I did it. Although I may not be able to find a solution to my critical incident, I aim to explore and analyse it by reflecting on my teaching practice. Dewey (1933) in Pollard (1998) highlights that reflective practice enables teachers to constantly monitor, assess and review their own practice which allows teachers to learn from what they have done and develop in their professional skills. In addition, as previously outlined, my array of enquiries fits in with one of Tripp’s (1993) approaches which is called the ‘why challenge’. This form of analysis allows one to continuously ask questions: ‘why? ’ (Tripp, 1993, p 46). The ‘why challenge’ Tripp (1993) conveys that the answers to questions that practitioners have, does not necessarily reveal or lead to a conclusion that one is seeking for. Nonetheless, asking ‘why’ allows one to reflect and think about their practice and consider possible outcomes that could have arisen. Moreover, Tripp (1993) points out that when we ask questions, our ideas or actions can create either some form of reification or a normative statement which underpins a subjective point of view based on personal beliefs and opinions. ‘We are operating from a deeply held belief which may not be appropriate to our or consonant with our other beliefs’ (Tripp, 1993, p. 46) When we enquire about a particular situation, we tend to build our answers based on our former beliefs. With regards to the critical incident which took place between child x and I, I had to explore why I expected him to put his hands up to answer my questions? I expected that all children should put their hand up during class discussions because my former experiences in the classroom led me to the assumption that it was the norm for children to do so. Additionally, I think that the ‘hands up’ policy maintains order in the classroom rather than permitting all children to shout out all at once. My rules and beliefs, reinforces a normative statement because it is what I believe ‘is necessary’ (Tripp, 1993, p. 8). On the other hand, current research and ideas have opposed to children putting their hands up in class. Professor Dylan William (The Telegraph, 2010) advocates that asking children to put their hands up isolates other students during class discussion. However, School X highlights that no child is excluded and that they are all encouraged to move toward their full potential (School Policy 2011). Moreover, my beliefs and opinions led me to believe that all children should put their hands up and must not shout out in the class which led to a dilemma that I encountered during my teaching. Dilemma Identification Tripp (1993) conveys that incidents contain dilemmas that teachers are frequently confronted with. In his reading, Tripp recommends Berlak and Berlak as they propose that the great stress in teaching is having to make decisions throughout their teaching career. Pollard (2008) continues that teachers use their professional judgement to determine the most suitable form of action to take in any particular situation. During my critical incident (at SEA), I found myself in a predicament when child x constantly shouted out in class. When he disrupted the other children’s learning, I had to immediately decide on how I would deal with this situation. My immediate response was to have him sit next to the teaching assistant. My reason for placing child x with the teaching assistant, was because English is an additional language for him, therefore, I thought that it would be easier to place with an additional adult that spoke the same language as him. Nonetheless, reflecting back on this critical incident, there were many alternative routes that I could have taken rather than moving child x. I could have given him a warning to ensure that he was aware that I would not tolerate his disruptive behaviour. Moreover, I could have removed child x from the classroom in order for me to continue with my lesson. Nevertheless, being faced with a dilemma does not allow much time to contemplate, particularly within a class of 28 pupils. I did what I thought was the ‘right’ thing at that point which was to have him set next to another adult in the classroom. The series of dilemmas that I was confronted with was a emanding experience which I expressed within my reflective journal: ‘I found it difficult to deal with child x, he does not put his hands up during classroom discussions†¦ I need to decide how I am going to deal with his behaviour’ (U1100711 Reflective Journal, 24th November 2011). Upon reflection of my dilemma, I made a decision based on my values. This relates to Tripp’s (1993) ‘Personal Theory Analysis’. ‘Dilemma identification is useful†¦ because why we chose one resolution rather than another enables us to identify the values inherent in our professional judgement’ Tripp (1993, p. 9) Personal Theory Analysis Tripp (1993) proposes that teachers use their professional judgement to deal with dilemmas that they are constantly confronted with. My personal beliefs and values encouraged me to make the decision to move child x nearer to another adult. I thought that if child x sat next to an adult that he is more familiar with, he will be less disruptive in my lessons. Tripp (1993) conveys that teacher’s should also make decisions based on what is best for that child’s well-being. Therefore, I believed that rather than shouting at this child for being disruptive, my values and professional judgement assumed that it was beneficial for child x as well as the class if I remained calm and placed him with the teaching assistant. In addition, I had to consider the reasons as to why child x thought that it was necessary to distract his peers in the classroom: he was doing it to gain attention; he was trying to prove that he knew all of the answers; English is an additional language for him, and so on. All of these possible reasons must be taken into consideration rather than just assuming that he is a ‘naughty’ child. As confirmed by Tripp (1993), these examples convey that teachers are challenged with a series of dilemmas and decisions that they must make based on personal theories and professional judgement (1993, p. 53). Although I was faced with a number of challenges during my critical incident, it was crucial for me to make a decision based on my theoretical and moral judgement. To conclude, it is apparent that teachers are commonly confronted with critical incidents which consequently place them in a dilemma that is often dealt with based on professional and personal judgement. As formerly outlined, the critical incident and dilemmas that I was faced with, allowed me to reflect, analyse and critique on my teaching practice. Consequently, I have found that reflective teaching has enabled me to think about the decisions that I have made and contemplate ways in which I can become a better and effective teacher. After my first placement, I have learnt that I should enforce different teaching strategies to deal with a child’s behaviour rather than placing with another adult in the class straight away. For my future placements, I aim to enforce the behaviour management strategies more rigidly. Moreover, I intend to be more of an assertive and effective teacher in the future. Commentary – â€Å"Reflecting on what we do is essential to the development of professional judgement, but unless our reflection involves some form of challenge to and critique of ourselves and our professional values, we simply reinforce existing patterns and tendencies† (Tripp, D. , 1993, p. 12) The purpose of this assignment is to explore the implications of critical reflection within the context of my critical incident. I will analyse a range of relevant literature, national strategies and theories which will be used to critically evaluate the significant issues in relation to my teaching practice. Moreover, I intend to engage in a wider reading surrounding my critical incident in order to progress my professional development and to subsequently become a more effective teacher not only during my teaching practice, but throughout my teaching career. Tripp (1993) states that it is crucial to challenge and be critically reflective of one’s practice as it is enables us to improve and progress in our professional development. Moon (2004) contributes to Tripp’s theory as she claims that our thinking allows us to learn from our previous experiences. In addition, this theorist (2004) points out that we can improve our professional development as a result of thinking critically. Nonetheless, the aforementioned theories have been challenged as Zeichner and Liston (1996), suggest that reflective teaching can be considered as an idealised and unrealistic practice due to the high demands and heavy workload that teachers are confronted with on a daily basis. They continue that teachers do not often have the time to critically reflect on their practice for the reason that the classroom environment is fast-paced and busy which can make it difficult for teachers to reflect. On the other hand, I believe that critical reflection is essential for practitioners. This is because as I continue to engage with a wider reading of critical reflective activity, I have gained a greater understanding of how to deal with complex situations more efficiently within the classroom. My practice has enabled me to critically reflect on a variety of teaching styles that I adopted during my first placement. For example, I encouraged ‘talk partners’ during carpet time, reinforced children to work collaboratively, modelled examples on the interactive whiteboard and encouraged the pupils to display their work to the rest of the class. Adopting different teaching strategies has given me more confidence to develop my teaching practice and become more self-assured in some aspects of my teaching. Nonetheless, upon reflection of my first school placement, I found it quite difficult to deal with challenging behaviour whilst I was teaching. Pollard (2010) suggests that trainee teachers find it quite challenging to maintain discipline and order in the classroom, particularly if the children have established a relationship with their own teacher from the beginning of the year. Subsequently, it is essential for me to explore behaviour management theories in order to reflect and consider ways to progress in my professional development and be able to effectively deal with challenging behaviour in the future. Moreover, throughout my placement, I found that my reflective journal has been a useful tool as it has enabled me to reflect on ways to develop my classroom practice and improve my professional development: â€Å"Working in an inner-city and multi-cultural school has been a positive and challenging experience for me. I have been exposed to different teaching strategies and have witnessed various ways that the pupils respond to the staff which is useful for my professional development. † (U1100711, UEL Reflective Journal, 22 October 2011). Ghaye (2011) conveys that reflective practice is a purposeful and meaningful activity because it reinforces us to gain better knowledge and understanding of our practice. Moreover, although I was faced with many challenges throughout my first school placement, my reflective journal enabled me to consider reasons why I made the decisions that I chose to make during my critical incident. In addition, whilst on my placement, it was crucial for me to familiarise myself with the School X’s behaviour policy so that I was aware of what was expected of me during my placement. The School’s behaviour policy underlines the consequences of inappropriate behaviour and points out that there are five levels of intervention. School X uses a staged approach which is recorded on a stage chart in each classroom from Years 3 to 6. In their response to poor behaviour, this approach is variable, depending on the age of the pupil. Pollard (2010) points out that behaviour management is a continual concern for teachers due to the large numbers of children in the classroom. Furthermore, teachers constantly have to make quick decisions based on their professional judgement. Likewise, Roffey (2011) suggests that many teachers (particularly teachers with limited teaching experience) may not have much confidence when confronted with complexities within the classroom. She conveys that some teachers may not know what to do when they are placed in challenging situations which in turn, can have a negative effect on the children’s learning in the classroom. On the other hand, school and government policies emphasise the significance of the holistic approach to teaching and they have highlighted the importance of good behaviour in schools.