Ethnic Identity Is an Interactional Identity Essay Example for Free

Ethnic Identity Is an Interactional Identity EssayThe word heathen that we social function in our daily life sometimes can be related to foreign origins, unusual, different, unique, traditional, and has cultural relation. Actually, the word of cultural came from the Greek word ethnos utilize by Homer in Iliad on 7-8th BC which indicates a aggroup of people that is different from us. However, as the time move forward, the word heathen has been understood as stated above (foreign, unusual, different, unique, traditional, and cultural related).As I understand, heathen group can be defined as a group of people that belief they share the same ancestry, history, cultural traits such as language and religion which are different from other(a) group. Some said ethnic group is equal as cultural group. However, Edmund Leach who studied Kachin people in Burma (Myanmar) argued that by assuming that there are no differences between ethnic group and cultural group will lead to failure in addressing various aspects of ethnic phenomena (Dr. Rie Nakamuras slide, What is an Ethnic Group? Ethnic troubles Theories of Ethnicity).The question here, what is the plan of ethnic personal identity as interactional identity? Before I explain further, I would like to define what ethnic identity is. According to Kanchan Chandra (2006), ethnic identity means an individual is eligible to be a member by determined his identity. There are four major components of ethnic identity 1. Ethnic awareness (understanding of ones own and other groups) 2. Ethnic self-identification (label used for ones own group) 3. Ethnic attitudes (feeling about own and other groups) 4. Ethnic behaviors (behavior patterns specific to an ethnic group).

Individual Assignment and Chart Essay Example for Free

Individual Assignment and Chart EssayCurriculum history is important to educators just as the general history of a country is important to historians and politicians. Much can be learned from the successes and the failures of the past. Traditional education in lacquer follows societal norms in stressing respect for order and for chemical group goals. The schools stress self-evaluation, hard work, and organization. Schools actively teach morals and values in order to develop individuals of character that will function in society as educated and moral. Nipp angiotensin converting enzymese formal education in began with adherence to Buddhism and Confucianism. Later, studies in sciences were added, and Japan slowly began to adopt more western styles of education. Briefly, the schools were used as military and nationalistic training grounds during WWI and WWII (Hood, 2001). Over the last fifty years, schools in Japan have been evolving further. After WWII, a call to return to lead ership and societal welfare in education was initiated. Schools were strictly centered around community goals and common curriculums.In the 1980s, unfortunately, an increase in youth violence began to worry Japanese citizens about their future. Focus turned to the morals based education of centuries before. In the late 1990s, the cold war era was over. The Ministry felt as if they could relax the hexad day long weeks and long days (Japan, 2006). Part of this change in philosophy could be due to changes in competition for universities. Previously, competition for admission into Japanese universities was cutthroat, but right off, with a reduction in the number of children being born, schools are competing for savants (Hood, 2001).In a way, this has given students more power to seek the types of education they nearly need. In addition, Japan is also loosening its governmental hold on curriculum and allowing from more flexibility in curriculum through site-based decision-making (Kom atsu, 2002). Schools are now able to select textbooks from a group of sources. Recently, controversy has arisen as to which history textbooks to choose. In 1997, a group was formed to create and market a alteration of Japanese history for incorporation into school history textbooks.This group was primarily interested in revising the presentation of Japans execution of militaristic procedures. Unfortunately, even with its widespread promotion efforts, the revised textbook failed to gain a foothold in Japanese schools. Only a few private schools in mavin small area of Tokyo was willing to give the book a chance (Masalksi, 2002). Not all things in Japans educational system are open to change. Before, Japanese teachers had very little autonomy in determining what they would teach even though they held positions of high respect in the community.Now, individual schools and teachers will be able to decide on curriculum issues that best meet the needs of their students. The general princi ple of curriculum organisation is changing from the idea of providing a common education for all children to one of providing different education for various children (Komatsu, 2002, p. 53). The 2002 Rainbow Plan mirrors the change in philosophy towards more republican ideals. The government is continuing to relinquish more control to the schools local administrations (Japan, 2006).In the future, Japanese education will continue to follow Western trends. i such(prenominal) trend will be in technology and information. While Japan is a world leader in electronics technology, its individual and student use of the net lags behind. This is primarily because 80% of the internet content is in position. As a result, Japanese students need to be learning both spoken and written English and how to use the internet at younger ages (McCarty, 2000). Clearly, Japanese education will begin to include more intensive English and computer technology classes in early education for its students.An other trend in Japanese education must certainly be increased funding for higher education. Even though the number of teenagers in Japan is lower, over 40 % of them do attend universities. However, government funding for universities is low. Dr. Akito Arima, former Minister of Education, notes that while the United States spends about one percent of its Gross Domestic Product (GDP) on educational funding, Japan spends less than half of one percent in the same manner. However, Japan is morsel only to the United States in the number of students who attend college.The funding for private universities is even lower, even though 75% of college students attend private universities. In this respect, one should note the contradiction between the high proportion of people who move on to higher education, and the low public expenditure ratio. This demonstrates that university education in Japan is seriously under-funded (Arima, 2002). If college education remains under-funded, many secondary students may turn away from it, thinking that it has less to offer than before. If birth rates should rise in the future, this burden will become more pronounced.Funding will definitely have to be initiated in order to keep young students setting college educations as their goal. Ironically, the US and Japan seem to be crossing each other in the middle of the curriculum spectrum. While Japan is recognizing the individuality of each student and allowing him to seek his own educational goals with flexible programs of study, the US is getting much more rigid with the enactment of NCLB and strict state testing plans and pacing guides. One might wonder if the US will notice a similar increase in youth discontent as a result.

CASE STUDY DAILY CARE OF A TERM INFANT

CASE STUDY DAILY CARE OF A TERM INFANTThe purpose of this case study is to h senescent forth an fortune of Normal midwifery, which in this instance, will relate to the Daily C ar of a Term Infant.The case study will highlight the episode of complaint in detail, evaluate themanagement of the mars Physical c are and the adult females Educational,Psychosocial needs with relevant evidence based support.The anonymity of mother and fluff will be retained in accorduroyancewith NMC (2008) and ESC 1 (NMC, 2007) and will be referred to as the woman and the louse up through turn out the Case Study. Consent was also bespeak from the woman for her egotism and fluff to be included in the CaseStudy in line with ESC 1 (NMC, 2007).BACKGROUNDThe woman was a 28 year old who was parity 1+0, had a spontaneous vaginal delivery of a baby girl with only Entonox as pain relief and was now second day put forwardnatal. The baby girl weighed 3288 grams with no complications after delivery and had A PGAR scores of 8 at 1 minutes and 9 at 5 minutes. The woman had 40 minutes uninterrupted skin-to-skin with the baby after birth and decided to artifici eachy feed rather than titty feed, although benefits of breast feeding were explained to the woman.The disciple accoucheuse first met the woman during her Labour the previous day and was present at the birth.As the educatee accoucheuse was working a day shift with her Mentor, it was requested that the school-age child midwife carry out the Daily tryout of the baby in line with KCND (NHSQIS, 2009), while the Mentor observed.The initial examination and appraisement of the baby was done at birth by the Mentor as suggested by Demott, Bick, Norman (2006) and included assessing the newborns physiological adaptation to extra-uterine life, colour, tone, breathing and heart rate match to Resuscitation Council (2006). The purpose of the Daily Examination there after is to monitor the progress of the baby and for early detection of devia tion from the formula tested at sign Examination. These findings were documented in SWMR Baby Post Natal nones in line with NMC (2008) and KCND (NHSQIS, 2009).The Student accoucheuse before entering the womans room to commence examination familiarize herself with the womans Medical case / SWMR notes and babys SWMR notes, to review the medical history including family history, maternal, antenatal and perinatal history, fetal and neonatal history so as to be prepared to encourage with every concerns the woman whitethorn defecate regarding Physical, Educational or Social needs as recommended by KCND (NHSQIS, 2009).PHYSICALThe Student midwife greeted the woman on entering the room and enquired how the woman was feeling. It was established that the woman was pain free and feeling fairly rested after labour the previous day. The Student Midwife then asked how the woman had found the baby all overnight, regarding specifically feeding, staying pattern, passing water system meconi um. The woman substantiate that the baby had been feeding approximately every 3 4 hours taking 30 mls each time, between feeds the baby was inform to have been settled and sleeping. It was also reported that the baby had been having wet nappies and one episode of a large amount of meconium being passed. It was important to establish that meconium had been passed deep down the first 24 hours as failure to do so may have indicated a gastrointestinal problem including Hirshsprungs disease. The woman was tranquillise that the passing of urine and meconium was important as this ensures that the renal and gastrointestinal systems are functioning normally. The info precondition was recorded in the babys SWMR notes following NMC (2008).It was then explained to the woman that the Student Midwife was going to examine the baby from question to toe, this would involve the baby being wholly undressed at some point during the examination and that it would be carried out in front of her. Any findings would be discussed with her at the time and both concerns that she may have would be answered. Consent was then sought from the woman in line with NMC (2008) for the examination to be carried out, as the baby could not give consent, which was punctually tending(p).As it is important that the baby does not become cold due to the inefficiency of regulating temperature due to immaturity of the hypothalamus as suggested by Farrell and Sittlington in Fraser and Cooper (2009), the Student Midwife ensured that all windows and doors were closed to exclude any draught before commencing the Daily Examination of the baby. Also the Student Midwife washed her hands and employ latex free gloves to protect herself from any of the babys bodily fluids and to protect the baby who is at risk of infection as suggested by Johnson and Taylor (2006).Whilst undressing the baby the Student Midwife was mindful to show respect to the baby by gentle handling and lack of additionalive noise as suggested by Carbjal and Coudered (2003). Safety of the baby was also considered and the Student Midwife ensured that the cot was stable and in view of the mother prior to commencing the examination. The babys identity operator was confirmed by checking details on both identity bands on the baby with the mother and the mothers identity was also confirmed by checking her identity band in line with the Newborn and Infant Physical Examination (NIPE) Standards and Competencies (NHS, 2008).A methodical examination was commenced by the Student Midwife which follows. All findings were discussed with the woman and documented in the babys SWMR notes as recommended by NMC (2007) who articulate that midwives must bring together to the guidelines for records and record keeping as a legal requirement.DAILY EXAMINATIONTemperatureBefore removing the babys clothes, the Student Midwife took the babys temperature from the axilla site development an electronic thermometer whilst the baby lay in the cot. The reading was 36.8C which was within the normal grade for an axilla reading (36.5 37.3C) as described by Bain in Fraser and Cooper (2009).Reassurance was wedded to the mother when she asked if the baby was cranky enough that the reading was normal. The Student Midwife also offered the information of how the woman could check to see if the baby was too quick or cold by feeling under the babys clothes just below the neck and at the top of the babys back. Also a good feature was if the woman had two layers on, then normally the baby would require the same amount of layers. It was also advised that the baby would not require to wear a hat indoors if the room is at a comfortable temperature of between 18 21C but would require it outdoors due to chill out air.General AppearanceThe Student Midwife removed the babys clothes, leaving only the offbeat on which would be removed later in the examination, to observe the general display of the baby.The babys skin was noted to be pink all over showing no signs of central cyanosis, although hands and feet still showed slight signs of peripheral cyanosis which is normal during the first 24 48 hours match to Farrell and Sittlington in Fraser and Cooper (2009). This was explained to the mother so no undue worry was caused due to the blue tinge of the hands and feet.Also there was no sign of jaundice which is common after 48 hours from birth as all newborns have a transient acquire in serum bilirubin which usually settles after 10 12 days post natal. The woman was advised to watch for any colour budge of the babys skin from pink to yellow tinge or for the white of the centre of attention (sclera) to be tinged with yellow. It was explained that this is a normal occurrence as suggested by Johnston, Flood, Spinks (2003) and as large as the baby had a good urine output, was awake regularly and fed well then there would be no cause for concern. and if the baby develops jaundice which last longer than exp ected, has excessive sleeping patterns, continually passes pale stools and dark urine, then the woman should get immediate attention for the baby as this is abnormal for a formula fed baby.The babys breathing was observed whilst lying in the cot and was noted to be within the normal range of 40 60 breaths/minute with the chest and abdomen rising and falling, showing no signs of distress. Being awake, alert and active the baby was seen to be moving all limbs as expected with good tone.HeadThe babys head was gently examined by the Student Midwife. This was done by gently running the finger tips across the babys head to feel along the suture lines and fontanelles. The Student Midwife when doing this was determining if any moulding, caput succedaneum or cephal haematoma had occurred during passage down the birth canal or from pressure from the cervical os. Slight moulding was detected and this was explained to the woman that this was normal and was caused by the bones in the skull over lapping during delivery and will resolve itself within a couple of days. The anterior fontanelle was then gently felt and found to be level. This indicated that there was no intracranial pressure which would cause it to rescind or dehydration which would cause it to be depressed. It was explained that it is common to notice pulsating at the anterior fontanelle which is no cause of concern and that this soft spot closes over by the time the baby was 18 months old as confirmed by Wylie (2005).EyesBoth eyes were checked and found to be go through of any discharge.The Student Midwife suggested to the woman that if the eyes were to become sticky, which is common due to blocked tear ducts and can be seen as a rancour on the eyelid, the eyes should be cleaned. To do this the woman should use cooled boiled water and cotton wool balls. Each eye should be cleaned from the inner eye outwards only using the cotton wool ball once then discarding. Each eye should be cleaned separately to avoid cross infection. expressMouth was inspected by opening the mouth by gently pressing afinger against the angle of the jaw at the chin. This enabled the Student Midwife to gestate inside to assess the tongue, gums and palate. The Student Midwife did not insert small finger into mouth to check for a cleft palate or bollix up reflex as this had been established at Initial Examination of the newborn and no abnormalities had been detected. The mouth was seen to be moist and clear of any white plaques which may have suggested oral thrush as stated by Bain in Fraser and Cooper (2009).SkinCloser inspection was then done by the Student Midwife of the babys skin, looking in particular for any blizzardes, spots, bruising or infection. The babys frizzly was removed and buttocks examined to ensure skin was intact. All appeared normal with no slit identified.The Student Midwife advised the woman that information on electric razor disorders would be given to her at the end of the examination as the Student Midwife was conscious of the babys temperature being maintained.Umbilicus CordThe umbilicus cord and clamp were inspected for signs of infection and separation. Nothing unusual was detected. The baby was redressed as quickly as realizable to maintain body temperature and given to the woman to settle.Information was given to the woman on daily cord care which included that the umbilicus should be cleaned with warm tap water and patted dry which has been shown to aid separation as stated by Trotter (2003). This should be done daily and at a nappy change if required. It was explained to the woman that hand washing is essential before and after cord care as suggested by Farrell and Sittlington in Fraser and Cooper (2009) as the cord is a potential site for infection and Straphylococcus aureus is commonly found here as confirmed by Newell, Miller, Mogan et al (1997). When the woman asked when the clamp would be removed, it was confirmed that this may be done on the third or fourth day when the cord has dried out as suggested by World wellness Organisation (WHO) (1999).The Student Midwife confirmed that the Daily Examination of the baby was complete and that she would now give the woman further information on minor disorders, safe baby care practice in particular Sudden Infant Death Syndrome and address any other concerns that the woman may have.educational NEEDSThrough out the examination the Student Midwife gave the woman information on day-to-day care and signs of illness.As previously mentioned further password took place with the woman regarding Minor disorders and safety issues, which is in line with NHS QIS (2004) who suggest that ay assessment or examination at birth or later should be seen as an fortune for parental education or health promotion. This included the following ailments and explanation given to the womanSkin RashesErythema toxicum. A red splotched rash with white pinhead papules which is common during the first 7 days post n atal and will disappear on its own.Miliaria. A sweat rash which occurs in babies who become too warm. It appears as clear papules on face, scalp, chest and areas where clothes rub due to unopened sweat glands. The baby should have excess clothing removed and placed in a cooler environment. The papules will disappear on their own.Milia. White or yellow papules commonly seen on cheeks, cuddle and forehead. Will disappear on their own.Sore buttocks/Nappy rash. The skin beneath the nappy area becomes red and excoriated due to either infrequent nappy changing, frequent loose stools or hot weather. By exposing the cleaned skin to a warm dry atmosphere aids the excoriated skin to heal. Care in using commercial barrier creams must be noted as they can prevent the one-way design of disposable nappies, blocking the perforations in the linings resulting in the urine and stools being next to the babys skin longer.Breast Engorgement of the BabyThis can occur in both female and male babies aroun d the 3rd day post natal. The breasts appear to have a lump under the nipple which is caused by the drop in oestrogen levels in the baby after birth which stimulates the breast to produce milk. No treatment is required and will rectify itself. It is important that mothers do not squeeze the breast as this may result in infection.Pseudo-menstruationIt is common to notice a clear discharge or blood-stained vaginal discharge from baby girls during the withdrawal of the mothers hormone oestrogen after the birth. The mother was reassured that this is a normal physiological process which does not require treatment, although can be alarming if not aware of it.Safe Baby Care PracticesThe immensity of reducing the risk of Sudden Infant Death Syndrome (SIDS) is done by ensuring the baby sleeps in a cot in the parents room for the first 6 months. The baby should always be put on their back to sleep, with their feet to the foot of the cot. They should be lightly covered with the room at a norm al temperature, not too hot. Bed sharing is not recommended especially after consuming alcohol, drugs or after smoking. The baby should be in a smoke-free atmosphere. These recommendations are formed by the Department of Health (1996).Following the birth of the baby the role of the Midwife is to observe and monitor the health of the mother and he newborn, pass information and support in breastfeeding, which is not applicable in this instance, parenting skills and signs of morbidity according to Merchant (2006). This involved effective communication with the woman through out the examination to ensure that the woman conveyed her concerns, maintained control over her decision making with regards to the baby, assisted her in making informed choices and reduced her anxiety levels and stirred up distress as suggested by Raynor (2006). In order that the womans physical and emotional status was commensurate with effective communication, the Student Midwife had to assess the womans emotio nal state when receiving information, which was done by asking how the woman was feeling before commencing the babys Daily Examination. The womans state could have been effected by pain, tiredness, hormonal changes or if the baby was exigent/distressed due to being hungry or requiring changing. Therefore the timing of conducting the Examination was essential to ensure that the woman retained the studyity of the information given to her without being distracted due to other factors. In this instance the woman was receptive to the information given, which would assist her in the daily care of her baby, as according to McCourt in Page and McCandlish (2006) the transition to parenthood is a time when adults are responsive to information and will look for it actively.As the Midwife becomes familiar with the appearance and behaviour of a normal term newborn, the recognition of signs and signals caused by morbidity are easily communicated to the mother to assist her in recognising when t here are any deviations from the normal with her baby. The importance of this is in preparing the mother for discharge home as the length of time spent in hospital is decreasing according to Bain in Fraser and Cooper (2009).As well as educating the woman with clinical skills (e.g. daily care of the baby, recognising signs of illness) the Midwifes role also encapsulates being able to provide relevant information / advice on general health promotion, social support and mental health.PSYCHOSOCIAL NEEDSAs the woman was a first time mother it was important to establish that the woman had adequate support in caring for herself and the baby. This was established by the Student Midwife by familiarising herself with the woman and babys SWMR and Case notes which would highlight any social issues that may have needed addressing as the social circumstances in which a woman lives and a newborn brought into play a major part in their health and well being according to Raynor (2006). In this insta nce the woman was in a stable relationship with no reported Domestic Abuse, was not in temporary housing, had no social work involvement, no mental health issues and had good family support as routinely asked during interlocking appointment and recorded in SWMR notes.It was important for the Student Midwife to spend time with the woman and baby in quiet surroundings, free from interruption which offered loneliness and allowed the communication of sensitive and confidential information to be shared between the woman and the Student Midwife following NIPE Standards and Competencies (NHS, 2008). This gave the Student Midwife the opportunity to assess the womans psychosocial well-being by asking how she was coping (defined as coming to terms with a situation according to Lazarus (1966)) so far with the baby / becoming a mother and also to ascertain the womans expectations of becoming a mother. It is known that in adjusting to motherhood, the woman can feel insecure and loses confidenc e in her own abilities in the early postnatal period, especially on the lead up to and after discharge as confirmed by Ward and Mitchell (2004). Factors which can influence this are the womans personality, previous learning, quality/quantity of support available and past experiences of coping. The woman, in this instance stated that although she knew it would take some time to adjust to lack of sleep and was slightly anxious about going home, she had good support from her partner, mother and friends she had no immediate concerns about caring for the baby.CONCLUSIONIn conclusion it is the Student Midwifes opinion that the Daily Examination of the Term Infant was carried out following KCND (NHS, 2009) guidelines and that the NIPE Standards and Competencies (NHS, 2008) were adhered to.The baby was examined in a safe and comfortable environment, was shown respect and care from the Student Midwife whilst performing Daily Examination and full explanation was given to the woman as to what was being checked and looked for. The Student Midwife ensured that the woman had the opportunity to ask questions or offer sensitive information through out this encounter by providing privacy and confidentiality in line with NMC (2008) and ESC (NHS, 2009).All findings and discussion were documented in mother and baby SWMR notes accordingly in line with NMC (2007)The role of the Midwife in Educational and Psychosocial needs is to give the woman, relevant health advice for the baby and themselves, reassurance and permission to say how they feel. This follows a health orientated and woman centred model of care, which recommends that the role of the Midwife is to encourage the womans self confidence, ability to take control and self esteem as suggested by Bates in Stewart (2004).In a recent study it was concluded that healthy, low risk women wanted attentive, proactive, professional support from the Midwife during the transition to motherhood according to Seefat-van Teeffelen, Nieuwenh uijze, Korstjens (2009) which the Student Midwife believes was given during this Daily Examination of a Term Infant.

Morphological Properties of S. Cumini

Morphological Properties of S. CuminiReview of literatureAn attempt has been made to review the earlier progress to pertaining to the evaluation Jamun (Syzygium cumini Skeels) accessions based on structural characteristics. Majority of the citations correspond to the evaluation genotypic characteristics and morphological variability of contrastive accessions. There are outsize tot ups game of morphological attributes that are suitable to test genetic variability. There are only a few but important characteristics that beget been evaluated for their greater pertinency in assessing variability and acceptance to commercial use. The present study was thitherfore, undertaken with a view to determine the morphological properties of S. cumini and collect detailed information on these aspects. The citations have been presented in this chapter as per quantitative and qualitative characteristics of tree behavior, growth habit and proceeds quality.Morphological markersMorphological mar kers have proved a reliable shaft for estimating intra specific variability arising from different provenances at least in a few species. It pertain the traits which identified by visual observations and their inheritance can be monitored by naked eye. The traits included in this group are qualitative and quantitative characteristics they are generally scored quickly, simply and without laboratory equipments. Roy (1963) reported intra-organism variability which is governed genetically. phenotypical variability of plant organs such as leaves, f petty(a)ers, harvestings and seeds are most commonly used traits. Morphological markers have been in usage ever since taxonomic studies came into vogue. Their characterization powers are strong and are usually preferred for quick identification at the field level.Morphological descriptors in Syzygium cuminiS. cumini is large evergreen and densely foliaceous tree with light greyish-brown thick bark and partially deciduous tree attaining mediu m to large size polyembryonic production species (Chase and Reveal, 2009). Leaves are 5 to 18 cm long, evergreen, oblong-oval or elliptic and opposite. The sessile whitish-yellow flowers with funnel-shaped calyx emerge in clusters containing 4 to 5 united petals. Flowers come in February-March and issues in May to July. product are berries, oblong to ovoid-oblong, dark purple colour with 1 or 2 to 5 white or green seeds. Rudimentary seeds are besides found in S. cumini (Morton, 1987 Stephen, 2012). The seeds of Jamun are recalcitrant, multicotyledonous have multiple embryos (Swamy et al., 1999, Thoke et al., 2011).Qualitative characteristicsMitra et al. (2008) reported that large numbers of underutilized fruit crops, which are being used by the topical anaesthetic inhabitants. In fact for people living in villages, these underutilized fruits are the most common source of nutritious food, to meet their vitamin and mineral requirements. Syzygium cumini is a multipurpose large, ev ergreen native tree occurs in the tropical and sub-tropical climates under a broad range of environmental conditions (Singh et al., 2004). The variability in existing germplasm of S. cumini for selection of sexually attractive genotypes was recorded on fruit physical characteristics and much variability was detect (Singh et al., 1999). As majority of jamun trees are of seedling origin, they show tremendous variation in their geomorphology and Physico-Chemical attributes. The extent of variability increases when this highly cross-pollinated plant multiplies sexually (Singh and Singh, 2012). Among the locally available types of jamun (S. cumini) in West Bengal, India, 4 (types JS-1, JS-2, JS-3 and JS-4) were selected and studied for fruit shape and size. JS-1 (with 1 oval-shaped large fruit) and JS-2 (cylindrical-shaped, medium-sized fruit) showed high characteristics of fruit size. Fruits of JS-2 and JS-3 showed pear-shaped, medium-sized fruits (Kundu et al., 2001). A survey was undertaken in Gokak taluk of Belgaum district, Karnataka, India to investigate the nature and extent of variability present in jamun seedling progenies for morphological characters of trees. High variability was observed for the characters viz. plant girth, leaf area, petiole length and leaf length to petiole length ratio (Prabhuraj et al., 2002).Quantitative characteristicThe S. cumini showed enormous variability from salient (2.5 5 cm long and 2.0 3.5 cm diam) to small (2.5-2.5 cm long and 1.0 -1.5 cm diameter), fruit load (3.5 to 16.5 g) and pulp content (54-85 %) is normally grown in North India (Keskar et al., 1989). The blackish purple fruit showed the highest fruit length (2.1 cm), fruit breadth (1.3 cm), fresh weight (1.94 g) and seed fresh weight (0.38 g) (Srimathi et al., 2001). The study revealed that there was a wide variation among S cumini accessions i.e. fruit weight ranged from 3.42 to 13.67 g, length 3.31 to 5.26 cm, girth 5.21 to 9.82 cm, length width ratio 1 .44 to 2.3 and pulp percentage 58.57 to 84.55 (Devi et al., 2002).Patel et al. (2005) collected different genotypes of jamun from Varanasi and recorded highest pulp content (97.71 %) in V-8 followed by V-6 (95.84 %) and V-7 (93.81%) genotypes. However the genotypes RNC-26 and RNC-11 were found promising with regard to higher weight of pulp and fruit. The lowest or miserable seed weight (0.12 g) was noticed in V-8 followed by V-6 (0.16 g) and V-7 (0.31 g) and these genotypes might be used as seedless jamun. Prakash et al. (2010) observed that Selection-1 was most promising for fruit weight (14.55g), minimum seed weight (1.73g), higher pulp percent (90.05), higher total soluble solid (21.23%) and total sugar (20.24%). Shahnawaz and Sheikh, (2011) reported that weight, length, width of fruit of two improved cultivars of Jamun i.e. V1 and V2 were observed 9.55 g, 3.88 cm, 2.98 cm and 6.71 g, 2.73 cm, 2.10 cm respectively. The edible portion was 69.10 and 39.19 % whereas non-edible port ion was 30.90 and 60.81 % in V1 and V2, respectively. Singh et al. (2012) identified the accessions CISH J-37 has bold fruit, oblong, average weight of 24.05 g, length 3.90 cm, diameter 3.03 cm and pulp (92.26 per cent). The another accession CISH J 42, which is seedless accession and the fruit is round shaped, average weight 6.87 g, length 2.57 cm, pulp 97.9 per cent in the indigenous state.Bakshi et.al. (2013) carried out an investigation to evaluate the various mango tree genotypes on the basis of physico-chemical characteristics under rain fed areas of Jammu. Out of all the fifteen mango genotypes, the fruit weight was upper limit in Mallika (182.16 g) and lowest in Selection-4 (64.83 g). The maximum fruit length (10.52 cm) and fruit breadth (6.98 cm) was observed in Mallika, whereas it was minimum in Selection-1 (5.26 cm and 4.22 cm, respectively). The pulp weight (117.15 g) and stone weight (35.60 g) was highest in Mallika, while Dashehari showed maximum pulp stone ratio (3. 90), while the pulp percentage was maximum in Mallika (71.48 %). For organoleptic rating, Dashehari was rated best in terms of colour, flavour and taste over all the genotypes. Rahman et al., (2014) carried out the study on fruit characteristics, try contributing characters and yield of twenty one mango genotypes. A wide variation was observed among the genotypes in respect of different characteristics under the present study. The heaviest (237.0 g) fruits with length and diameter of 9.50 cm and 6.87 cm were recorded in the genotype MI-Jai 005, whereas the lightest (95.33 g) fruits with length and diameter of 2.2 cm and 2.7 cm were noted in MI Jai 004 per cent edible portion were the highest in MI Jai 001 (66.86 %), while the lowest edible portion in MI Jai 012 (38.59 %).Several researches have been conducted to find the morphological characteristics of various fruit crops. Kher and Dorjay (2001) evaluated some low chilling peach cultivars for physical characteristics and observed fruit length and weight for Shan-e-Punjab and Flordsun as 5.80 and 4.74 cm and 56.95 and 80.86 g respectively. Prasad and Bankar (2000) evaluated pomegranate (Punica granatum) cultivars (Jodhpur Red, Ganesh, Basin Seedless, Dholka, GKVK-1, G-137, P-23, P-26 and Jalore Seedless) for vegetative growth, yield and fruit quality and for their suitability to arid conditions of Rajasthan and Uttar Pradesh. The Jodhpur red variety of pomegranate fruit reported 6.10cm fruit length and 170.6 g fruit weight. Jalikop et al. (2002) reported 4.74 cm fruit length and 82.50 g fruit weight for amlidana pomegranate with noted dull pink colour. Patel et al. (2011) screened eleven guava genotypes of five years old viz., RCG-1, RCG-2, RCG-3, RCG-11, RCGH-1, RCGH-4, RCGH-7, Allahabad Safeda, L-49, Lalit and Sangam, showed wide range of variation with respect to quality traits of fruit. The genotype RCGH-1 was found superior in fruit weight (184.50 g) and fruit diameter (7.08 cm) whereas, the cultivar RCG -11 recorded least number of seed (53.29 No/100 g fruit weight) with highest pulp seed ratio (94.25 %). El-Sisy (2013) investigated some morphological and productivity characteristics of fifteen genotypes of seedy guava trees with for morphological characteristics, flowering, yield and fruit quality. The genotypes were analyzed to select promising guava genotypes for fresh consumption and processing to take part in improvement and propagation programs. The highest fruit weight was recorded in genotypes No. 10 (277.37 g) in 2011 and No. 2 (253.23 g) in 2012. The longest fruit was in genotype No. 10 in both seasons. All genotypes gave similar results for fruit width except No. 2, which was the biggest one. The highest firmness was in genotype No. 14 in 2011 and genotype No. 2 in 2012. The low seeds (%) were the best character for fruit quality and associated with genotype No 2 (1.294 1.121 %). Mahmoud and Peter (2014) reported that physical fruit characters of guava fruits and tree n o. 99 was found superior one over all genotypes in term of fruit weight (300.5 g), fruit diameter (7.36 cm), less number of seed per fruit, higher pulp thickness (3.2 cm), higher pulp weight (271.7 g), pulp to fruit weight ratio (88.7 %) and maximum pelt weight (28.83 g).

Inter-professional Working and the Needs of the Patients

Inter-professingal Working and the Needs of the PatientsQUESTION INot sharing culture is detrimental to inter- skipper workingIndeed, the needs of uncomplainings argon best met by the inter-professional police squad, the evidence indicates that collaboration cigaret promote coordination, cooperation betwixt compassionaters and significantly improve patient of outcome and resource management (DoH, 2000, 2001a, 2001b). Inter-professional working has therefrom become popular following pivotal policies drafted to structurally re-shape the topic health System (NHS) and influence how professional radicals work together (DoH 2000, 1998, 1997). The literature has thus seen an rushing in studies investigating patient oriented inter-professional collaborations with evidence for the positive impact of good, innovative inter-professional hold (Freeman et al, 2000), some of which yield been seen in the areas of acquisition of clinical sk ailments via inter-professional nest (Freeth , 2001, Freeth and Nicol 1998), management of acutely ill patients (Smith et al, 2002), palliative care (Vickridge, 1998) and in the sphere of care of older people (Tierney and Vallis, 1999). Collaboration between professionals and their teams, mutual respect, the sharing of knowledge, skills, decisions and the actualisation of the contribution of participating professional/teams high shine the integrated nature of inter-professional work (Molyneux 2001 Ovretveit (1997). Nevertheless, several factor militates against inter-professional working these include education unshared, poor communications skills/methods and phraseology differences (Caldwell and Atwal 2003 Pietroni, 1992 DOH, 1991), role overlap and confusion (Caldwell and Atwal 2003), conflicting and unequal power relationships (Caldwell and Atwal 2003 Blane,1991), different ideologies (Caldwell and Atwal 2003), differing perception of patients needs and treatment goals (Stevenson 1985) role confusion (Opuko, 1992) and a persisting course to promote professionalism in work settings.Areskog (1988) and Carpenter (1995) suggested that if collaboration ideologies is included in the qualification programmes of professionals and exemplified at that early stage, it will lead to better inter-professional working as plys of differing perceptions of treatment goals and patients needs will be tackled along with professional stereotype that become impediments of meaningful inter-professional work. In view of this, the work of Freeth and Nicol (1998, attached) is an alpha study that sheds light on the barrier, opportunities, benefits and perhaps the way forward for inter-professional education and practice. The study was described as innovative programme of shared learning in acute care, involving terminal year medical students and newly qualified round nurses and was developed in response to the indistinct professional role of junior doctors and the expanded roles of nurses. The programme apply patient s cenario which was pertinent to the participants area of practice for the training purpose.The authors defined inter-professional education as learning with and from to each one other and reports from a accompanimentive climate, the description and compendium of an inter-professional clinical skill course for newly registered nurses and senior medical students. While the benefits of inter-professional working was a strong motivation for the training/study, the authors deemed inter-professional learning as heavy and fraught with practical problems the non-resolution of which may lend further support to critics of the initiative.The Clinical Skills Initiative was a collaborative venture between a School of nursing Midwifery and a Medical School (Studdy et al 1994). The importance of data sharing was underscored by the fact that the entire programme had communication skills taught, and role vie using realistic patient scenarios. This was thought to have made for a balanced diet of clinical and communication skills that is vital for high quality patient care. A background to this was the development of the Inter-professional Skills Centre that ensured that the channels of communication between the two Schools were strengthened and inter-professional relationships was well established. This in the opinion of the authors provided the inter-professional initiatives with an infrastructure, and a supportive climate underpinned by common understandings, thus, enhancing the chances of success (Freeth and Nicol 1998). The course provided an inter-professional arrangement that allowed for an inter-change of teaching thus enabling members of the nursing and medical professions to learn from each other. Such sharing of information was shown from the analysis of field notes, interviews, flip chart and questionnaires to have promoted mutual appreciation of expertise and the roles of both(prenominal) profession in contributing to overall patient care.In a case scenari o where the participants were told that conservative management of a patients leg ulcer has failed and surgery was needed, it was interesting to note that both professionals, in nice inter-professional groups, explored issues surrounding informed consent, focusing on the information needed to confine an informed decision and the way in which this should be communicated to patients and relatives (Freeth and Nicol 1998). Undoubtedly the sharing of information here improved the outcome of the deliberation. The result suggests that the study was a positive experience for the participants they were able to contribute something to the overall patient problem solving, drawing upon each others practical experience, and specialized knowledge. They shared information even during social interactions, as much of some(prenominal) waiting time was employed to ask about each others ward- behindd experiences (Freeth and Nicol 1998).The registered nurses saw the inter-professional training as a great chance to learn new clinical skills and commented that the education made obvious what should have been done in their past experiences. Additionally, some participants from the medical profession had technical questions relating to ward procedures and their rationale. These were address to the staff nurses and information exchange was again beneficial to both team members, thus confirming the authors assumption that nurses ward experience is an asset for inter-professional training. A member of the medical team considered the inter-professional education to have un-smudged some of the boundaries in roles and highlighted the need to work together and communicate. Overall, this name is germane(predicate) to the understanding of the vital ingredients needed for an inter-professional education that will promote current health policies and maximize patients benefits. The article indicates the importance of information sharing amongst professionals for the success of inter-profess ional collaborations.Caldwell and Atwal (2003) highlighted a number of problems of hospital inter-professional practice, a significant number of which can be attributed to not sharing information. A case involving a staff nurse, a consultant, an occupational therapist, social services, the patient and a hoist was described. The staff nurse considered the hoist as important for the authorised discharge of the patient and was concerned that one has not been issued this was expressed at a multidisciplinary team meeting. However, underlying the ill-feelings of the professionals is the fact that information about alter perception of what should be the optimum care strategy for the patient has not been shared or negotiated. According to Caldwell and Atwal (2003), uknown to the occupational therapist the staff nurse had certain pressure from the consultant to discharge this patient, and unknown to the staff nurse the occupational therapist is contending with social services who are sugge sting that this patient could benefit from further reclamation and therefore should not be issued a hoist. It is thus reasonable to suppose at this point that team members innate un-willingness or the inability to share information or communicate is detrimental to inter-professional working. Professionals in such teams or settings should necessarily share information to promote an understanding of each others role and care blueprint thus fostering the approach of a team working toward optimum patient oriented goals in a well orchestrated manner (Cooper et al, 2001).The issue of role boundaries was also highlighted in the Freeth and Nicol (1998) study sometimes however, it is a case of role overlap and confusion amongst professionals, for example, nurses and junior doctors. This has become apparent especially since presidency policies now favour expansion of nurses role and reduction in the hours worked by junior doctors (DoH (1994). Clarity of these professional functions is impo rtant for practitioners in the ever changing inter-professional user interface (Taylor 1996). It may be argued for instance, that why should a physiotherapist wait to have a wheelchair prescribed only after patient assessment by an occupational therapist when the former also have the requisite assessment skills. Clear definition of roles and optimum utilisation of professional resource capacities will make for an deepen inter-professional practice and patients benefit.Other issues of importance to inter-professional working identified in the article included stereotypes, inter-professional barriers, and a tendency for some professionals to minimize the importance or regard as of the work of other professionals owing probably to excessive emphasis on professionalism during training. These issues are constraints to effective patient care and need be properly addressed for the optimum functioning of an inter-professional initiative. While works, such as those of Freeth and Nicol (19 98) clearly demonstrate the benefits of inter-professional education, background schooling for the majority of professionals still take place in mono-disciplinary settings that fosters professionalism and stereotype image/ expectations of other professionals (Leiba 1996). This trend cannot achieve the policy aims of effective collaborative working (DoH, 2000 2001a 2001b 1998 1997). A key solution will be the provision of support for inter-profession education/training as exemplified by Freeth and Nicol (1998) it is an integrated approach with potential for preparing professionals to encourage inter-professional practice.QUESTION IIPart APoints learnt includeThe benefits of inter-profession workingA positive outlook on multi-disciplinary teams that inter-relate for better patient outcomeThe need for interest in other professions and an understanding of their roles.The importance of sharing information effectively with other healthcare professionals, patients and relatives while mai ntaining patients autonomy and confidentialityProfessional need for effective communicate skillsThe need to be involved in redress decision qualification and care plan formulation that earns patients concordance.An important practical message in the considering of inter-professional education/work is the need for attitudinal changes the immediate effect of which in clinical practice, includes the readiness to share relevant information with clinicians to promote effective delivery of care, the perception of other professional as equally making important indispensable contributions to patient care as well as a positive outlook on inter-professional working. These attitudinal changes are necessary for the efficient local practice of inter-professional working. McGrath (1991) showed that the benefits of inter-professional working includes but is not limited to (1) efficiency in human resource allocation and the optimum utilization of capacity within the team, i.e. specialist staff f ocus on specialist skills/cases (2) efficient delivery of health care with improved patient outcome and (3) incr rilievo in job satisfaction for members of the inter-professional team arising from the support of willing team members and an enabling work environment.Inter-professional working could thus have improved the clinical outcomes in a number of the hospital cases that in my experience has led to grave loss or patient suffering. The recent experience was in the care of hospital in-patients with a clinical diagnosis of osteoporosis without any history of fracture and on a frailer group of patients with advance bone changes usually having sustained fracture/s (CSP 2002) and for which NICE (2005) has provided a guideline for the standby prevention of fragility fractures. The patients were managed at any of the 11 wards representing medicine, surgery, orthopaedic and elderly care wards of a tertiary care facility in London during an 8-week localization period.Gross observation revealed treatment gaps in meeting guideline recommendations for the management of these patients in the areas of hazard of fall assessment and referral to multi-factorial fall risk assessment and preventive clinic. There did not seem to be a unified format or standard for the assessment of fall risk within the 11 wards and risk of fall was not assessed in more than 50% of the cases in which this was a guideline requirement, perhaps, due to confusion in role identity and the location of this duty amongst the professional concerned. The clinical records of these patients showed that both nurses and physiotherapist assessed fall risk criteria and reported this in different formats. Proper integration of the services and communications between these professionals as prescribed within the frame work of inter-professional working will avoid needless duplication of effort, the waste of resources and clinicians time. Saved time could then be expended by either of the professionals in imp roving quality of care and quality time spent with patient this is in addition to improved consistency in patients records and the ease of continued care should there be a need for patients to moved between wards of the unit.Part BWhile Government policy has reflected a heathenish shift by way of imposition of radical changes to the way in which health services are organized and delivered, there are distressing problems that make inter-professional working an arduous task. The issue of power and its distribution within the health institution is here of prime importance.There exist unequal power distributions between health care professionals, often leading to organizational and working structures that are impediments to inter-professional working. (flattop and Kendall, 1995 Kgppeli 1995 Blane, 1991). Power is often in the domain of the older, more established medical profession and there has been a pattern of domination over other professionalized disciplines, such as nursing, soci al work and other allied health professions (Kgppeli 1995 Hugman, 1991). The study of Manias and track (2001) revealed that nurses faced many difficulties that practically precluded them from participating in therapeutic decision making for patients to whom they maintain permanent physical, emotional and sensitory closeness (Kgppeli 1995). Manias and Street (2001) found that nurses on medical ward rounds answered doctors questions only, were not encouraged to give unsolicited information about the patient and hence found it very difficult to present relevant patient issues during a medical ward round. An enormous amount of literature has been written on the nurse-doctor relation a significant portion of these appear to suggest that the powers and influences of medical profession are hindrances to development of nursing. From a historical standpoint, it is logical to think of health professions as complementary to each other, however, the fact that they are nonionised around a pat ient, that they ought to cooperate for his benefit seems secondary if not trivial (Kgppeli 1995). There is a lingering tendency to maintain professionalism and to expect predetermined way of other health care professionals.The domination of one professional over the others within a health team is a major factor that can strengthen the boundaries between the professional groups engaged in inter-professional working and constrain effective teamwork (Beattie, 1995). Power in-balance within the inter-professional team will also encourage the making of many rules and regulations that are capable of controlling major aspects of professional practice (Kgppeli 1995), thus making un-necessary any substantial discussion intended to individualise care and improve clinical and social patient outcome.The care and management of a hospitalised patient cannot be achieved by one person, neither is one professional group capable of the task. It is always a complex multidisciplinary phenomenon (Kgppe li 1995) in which the integrated knowledge and skill of people with different professional backgrounds makes for better clinical and social patient outcome. Hence, lead within inter-professional team should not be zoned to one profession as such will be detrimental to the optimal functioning of the initiative. The leadership need be more inspirational and stimulating, enabling other team members to respond positively to opportunities presented by developing improved knowledge and skills in managing professional practice and inter-professional relationships. According to Colyer (1999), non medical professional members of the team who are willing to assume the demanding responsibilities of full membership of the inter-professional teams should also be made to feel a sense of belonging and responsibility to the integrated patient oriented goal of the team.ReferencesAreskog N-H (1988) The need for multiprofessional health education in undergraduate studies. Medical Education 22251-252B eattie A (1995) War and peace among the health tribes. In Soothill K, Mackay L, Webb C, eds. Interprofessional Relations in Health Care. Edward Arnold, London 1126Blane D (1991) Health Professionals. In Scambler G ed. Sociology as Applied to Medicine. Bailliere Tindall, LondonCaldwell K and Atwal A (2003) The problems of interprofessional healthcare practice in hospitals British Journal of Nursing 12 (20)1212 1218Carpenter J (1995) Doctors and nurses stereotypes and stereotype change in interprofessional education. Journal of Interprofessional Care 9 (2) 151-161Carrier J, Kendall I (1995) Professionalism and interprofessionalism in health and community care some theoretical issues. In Owens P, Carrier J, Horder J, eds. Interprofessional Issues in Community and Primary Health Care. Macmillan, London 936Colyer, Hazel (1999) Interprofessional teams in cancer care. Radiography 5 187-189Cooper, H., Carlisle, C., Gibbs, T. and Watkins, C. (2001) Developing an evidence base for interdisci plinary learning a systematic review, Journal of Advanced Nursing 35(2) 22837.CSP Chartered Society of Physiotherapy (CSP, 2002) www.csp.org.uk.DoH (1991) Working Together A get hold of to Arrangements for Inter-agency Cooperation for the Protection of Children from Abuse. DoH, LondonDoH (1994) Implementing Caring for People Training and Development. HMSO, LondonDoH (1997) The New NHS Modern, Dependable. The stationery Office, LondonDoH (1998) A First variant Service Quality in the New NHS. DoH, LondonDoH (2000) The NHS Plan A Plan for Investment, A Plan for Reform. The Stationery Office, LondonDoH (2001a) National Service Framework for Older People. The Stationery Office, LondonDoH (2001b) Working Together, Learning Together A Framework for Lifelong Learning in the NHS. The Stationery Office, LondonFreeman M, Miller C, Ross N (2000) The impact of individual philosophies of teamwork on multiprofessional practice and the implications for education. J Interpr of Care 14(3) 23747Fre eth G (2001) Sustaining interprofessional collaboration. J Interprof Care 15 3746Freeth D and Nicol M (1998). Learning clinical skills an interprofessional approach. Nurse education Today 18, 455-461Hugman R (1991) Power in the Caring Professions. Macmillan, LondonKgppeli genus Silvia (1995) Interprofessional cooperation why is partnership so difficult? Patient Education and Counseling 26 251-256Leiba Tony (1996) Interprofessional and multi-agency training and workingBritish Journal of Community Nursing 1 (1) 8 12Manias E and Street A (2001) Nursedoctor interactions during critical care ward rounds. J Clin Nurs 1044250McGrath M (1991) Multi-disciplinary teamwork. Avebury, AldershotMolyneux J (2001) Interprofessional teamworking what makes teams work well? J Interprof Care 15 2935National Institute for Health and Clinical Excellence (NICE 2005) Bisphosphonates (alendronate, etidronate, risedronate), selective oestrogen receptor modulators (raloxifene) and parathyroid hormone (terip aratide) for the secondary prevention of osteoporotic fragility fractures in postmenopausal women. Technology Appraisal Document No 87.Opuko D K (1992) Does Interprofessional cooperation matter in the Care of Birthing Women? Journal of Interprofessional Care 6(2) 119-25Ovretveit J (1997) Evaluating Health Interventions An Introduction to Evaluation of Health Treatments, Services, Policies and Organizational Interventions. Open University Press, BuckinghamPietroni P C (1992) Towards Reflective approach pattern The Languages of Health and Social Care. Journal of Interprofessional Care 6(1) 7-16Smith G, Osgood V, Crane S (2002) ALERT a multiprofessional training course in the care of the acutely ill adult patient. Resuscitation 52(3) 2816Stevenson O (1985) The community care of frail elderly people co-operation in health and social care. Br J Occup Ther 48 3324Studdy S J, Nicol M J, Fox-Hiley A (I994) Teaching and learning clirdcal skills, Part 1 Development of a mullidisciplinary sk ills centre. Nurse Education Today14177-185Taylor J (1996) Systems thinking, boundaries and role clarity. Clin Perform Qual Health Care 4(4) 1989Tierney A, Vallis J (1999) Multidisciplinary teamworking in the care of elderly patients with hip fracture. J Interprof Care 13 4152Vickridge R (1998) Collaborative working for good practice in palliative care. J Interpr of Care 12 637

television vs. Reality Essay -- essays research papers

It is 830 Monday night and the whole family is in the living room watching the Fox networks primetime hit confederate McBeal. Suddenly, just after the program resumes after a painstakingly long commercial break, you see a man and a woman lying in bed talking to each other after having a night of hot, passionate sex. You look down and see your ten grade old give-and-take or daughter lying on the floor just staring at the TV, taking it all in. You begin channel surfing, and end up on channel 3, CBS. There is a brand new sitcom being aired called Some of My Best Friends. Almost immediately after you and your family begin view this program, two men, both proclaiming to be gay, begin kissing and embracing each other. Upset by all of this garbage, you turn off the TV and set to try and find something a little more(prenominal) educational to do.Sex. It seems to be everywhere on picture today. From sitcoms to reality shows to dramas to soap operas, sex is one of the wind factors in most television programs. A recent study showed that 3 out of 4 primetime programs portray sex in relationships and 68% of all television programs contain sexual content (Cutler, Jacqueline, TVData Features Syndicate March 24,2001). There are exceptions to this, however, with networks occasionally localiseing on education and childrens programming, but the mainstream of primetime television programs tends to focus on sex. But how accurate is televisions portrayal of sex in the real world? Does everything turn out like it does on shows such(prenominal) as Sex in the City or Temptation Island? Or are these sexual messages just an obvious ploy to help boost ratings? deep I have watched several shows I thought would help answer these questions. The programs I have researched are Friends, one of NBCs highest rated shows, Everybody Loves Raymond, a family sitcom on CBS, and Days of Our Lives, one of NBCs daytime soap operas. In viewing these shows I hope to compare the key message behi nd sex and relationships in these programs to real life. I will also compare relationships between love and sex, anger and love, friendship and romantic love, and alternatives to heterosexual relationships.The first television program I researched is the critically acclaimed NBC sitcom, Friends. Upon viewing this show, I fo... ...n an interracial relationship or marriage. This sends the message that people of a certain race or culture should marry mortal that is like them. There have been rumors, however, of a new character on Friends that is going to be African-American. If this character does appear, then maybe it will encourage more programs to end endogamy and introduce characters of different race and cultures. The average teen views nearly 15,000 sexual references, innuendoes, and jokes on television every year, according to Electronic baby-sitter Overexposes Youth to Sex, a CNN report by Holly Firfer. If these messages are inaccurate, what kind of messages are teens receivi ng? In the same article, Firfer gave reasons for sex on television. First, Americans seem to eat it up with a spoon. Second, Hollywood has a lack of real writing talent, so why bother with an intelligent story? This seems to be very true, since every year there are more television shows being produced that primarily focus on sex. When will this sexual addiction cease? There is much more in this world than sex, and television should try to portray real life situations as accurately as possible.

The Character of Willy Loman in Arthur Millers Death of a Salesman Ess

The Character of Willy Loman in Arthur Millers Death of a SalesmanWilly Loman, the main character in Death of a Salesman is a complex sad character. He is a man struggling to hold onto the little dignity he has left in a changing society. magical spell society may have caused some of his misfortune, Willy must be held responsible for his poor judgment, disloyalty and foolish pride. Willy Loman is a firm believer in the American woolgather the notion that any man can rise from humble beginnings to greatness. His particular slant on this ideal is that a man succeeds by selling his charisma, that to be well liked is the most important asset a man can have. He made a living at this for 30 years, and as he enters the reclining years of his life, people have stopped smiling back and he can no longer sell the firms goods to support himself. His opposition was one of greatness, to work hard and to be a member of the firm and if he could not succeed in this respect, that he should at lea st be well-liked and be able to sell until the day of his death When his friends would flock from all over the country to pay their respects. Willys main flaw is his foolish pride, this it what makes him a tragic hero. Yet there are many facets to his personality that contribute to the state he and the family are in during the play. His upbringing of the boys is one major issue, he elevated them with the notion that if one is well-liked, he need not worry about qualifications, he believed that if his boys were popular they would come out on top. Sadly, he doesnt realize that the only when way an ordinary person can get rich is through work (represented by Bernard) or through luck and good timing (Ben), and Willy mixed-up the boat when it came to ... ... Willy says to Charlie Funny you know? After all the highways, and the trains, and the appointments, and the years, you end up worth more dead than alive.3 This statement is a sad reflection on the state of mind that Willy is in d ue the unfortunate combination of his ideals and the change which has occurred in his society. Willy is a multi-faceted character which Miller has portrayed a deep line with sociological and psychological causes and done so with disturbing reality. In another time or another place Willy might have been successful and unplowed his Sanity, but as he grew up, societys values changed and he was left out in the cold. His foolish pride, bad judgment and his disloyalty are also at rift for his tragic end and the fact that he did not die the death of a salesman. Notes 1 Death of a Salesman summon 100 2 page 79 3 page 73