the red badge of courage :: essays research papers

A.  Ã‚  Ã‚  Ã‚  Ã‚   The Red Badge of Courage written by Stephen Crane B.  Ã‚  Ã‚  Ã‚  Ã‚   This novel traces the effects of war on a Union Soldier named Henry Fleming. C.  Ã‚  Ã‚  Ã‚  Ã‚  The story begins with Henry Fleming’s dreams of being a soldier, to enlistment, and then to battle in the Civil War. His dream was to be a war hero and to be adored for his amazing achievements. It was his decision to make, even though his mother was against the idea of going to war. Since there was nothing happening during his monotonous life on the farm, he finally decided to enlist.   Ã‚  Ã‚  Ã‚  Ã‚  Ironically, even after he enlists, he finds himself sitting around. He made two new friends named John Wilson and Jim Conklin. Wilson was as excited about going to war as Fleming, but Conklin was confident about the success of the new regiment. Henry began to realize that his regiment was just wandering aimlessly. Eventually, Henry began to think about the battles differently. He started to become afraid that he might run from the fight.   Ã‚  Ã‚  Ã‚  Ã‚  Finally when the regiment discovers a battle, Jim gives Henry a packet in a yellow envelope, telling Henry that this will be his first and last battle. The regiment managed to hold off the rebels for the first charge, but then the rebels came back with the reinforcements driving back the regiment. One man attempted to flee, then another, and the situation soon began to snow ball. Henry became scared and confused when he saw his forces losing horribly. He finally got up and ran for cover.   Ã‚  Ã‚  Ã‚  Ã‚  Henry started to rationalize his behavior of running from the enemy. His first impression was that he was a coward. Later, he began to see how he saved his own life. He felt that nature did not want him to die even though his side was losing. He believed that he was intelligent for running and hopes that he will die in battle, just for spite. Henry then met up with Jim who watched their acquaintance die slowly. In the next charge, Henry starts asking the soldiers why they are running. He grabbed a fellow by the arm and asked him, not willing to let go. The man hit Henry over the head with the butt of his gun, giving him his first Red Badge of Courage. Henry stumbles around for a while until a cheery man comes up and helps him. At his regiment he confronts Wilson to ask him if he needs any help with his wound. He then gets back into battle.

‘Raw’ by Scott Monk Essay

‘Raw’ is a novel written by an Australian author Scott Monk for young teenagers to explore an alternative approach to the juvenile justice system, one that supports and encourages young offenders to take responsibility for their actions. Monk uses significant episodes, contrast in characterisation and a range of language techniques to show the central character journey as he learns to take responsibility for himself. Monks plot is based on a theme which is action – packed with violent episodes such as Tyson and his gang attacking Brett and cutting of all of his hair. As well, it is based on a love triangle where Brett is put in between his new love interest Caitlyn and his ex-girlfriend Rebecca. It also follows a journey theme where Brett changes once he travelled an 800 km journey from Sydney to the Farm. The plot is episodic and highlights the change in Brett. Episodes which show this change and that it is sometimes difficult for him include, walking away from f ighting Mr Douglass, not letting his anger control him, â€Å"he’d lost one fight but won another† As well as apologising to Caitlyn realising that he was wrong and wanting to fix his mistakes, â€Å"And he’d learnt that the hard way that love couldn’t be owned† One main character was used to show the theme of a troubled individual and society’s way of dealing with them. Monk writes in third person but with Brett’s perspective. He also used many secondary characters who are a part of Brett’s journey such as, his love interest Caitlyn, friends Josh, Sam, Robbie and enemy Tyson. Monk also cleverly contrasted characters to highlight the aspects of society, for example, Sam treats the kids like normal citizens, not criminals and tries to help them rebuild their lives, which is contrast to Mr Douglass who makes assumptions about Brett and all of the boys at the farm, not treating them as normal citizens of society and not allowing them to show that people can change. Monk also used Brett’s developing relationships to show his slow growth into someone who has something to offer society. For example, his relationship with Caitlyn teaches him that you need to treat people with love and respect to receive it, he also learnt that other people’s wants and needs are just as important as his own. His relationship with josh allows him to understand  that someone will always have it worse then you and that whatever is happening only you can control and change your future. â€Å"Just remember, Brett, only you can change your life.† The language used in the novel is directed at Monks youth audience. He uses colloquial language, ‘when Brett calls the police (pigs)’ as well as lots of direct speech to show the interactions between Brett and the other characters, (Josh) â€Å"I saw you perving at Caitlyn† (Brett) â€Å"what! Is that her name?† Monk uses descriptive language builds up the imagery of his characters, â€Å"The man looked like an old cowboy or one of those guys who drive cattle, a stockman† As well as the settings used, imagery is sometimes very symbolic for example, Brett leaves Sydney and arrives at the farm in a paddy wagon then 3 months later leaves back to Sydney in the paddy wagon but as a changed man. Monks presentation of the farm as a juvenile detention centre shows his audience another side of this issue. There is minimal security, few rules where Sam and Mary treat everyone as individuals â€Å"don’t call Brett a no-hopper!† Monks theme of the individual being responsible for his/her own actions is shown well. His characters show that when they make bad decisions there are repercussions. For example, Rebecca’s decisions ruined her future, and Tyson’s bad choices ends him in jail. At the start of the novel Brett was consistently making bad choices but by the end of the novel Brett is making good choices, which is shown when he walks away from Mr Douglass. The epilogue of the novel shows the result of this idea when Sam asks if he’s learned anything and he realises he has, â€Å"lots of stuff, like friendship. Trust. Love. And loss.† Even though he is going back to Sydney, in the same paddy wagon he came in, to go to a ‘proper’ detention centre, Monk shows that Brett has changed through his thoughts at the end, ‘He was young and he was going to start again’ Scott Monk wanted his readers to know that if you are in a bad situation only you can change that, but having people around you who offer a second chance can be vital to prove that you can be a good person and you can change for the better.

Narratives in Conversation

Narratives in Conversation By Agatha Xaris Villa INTRODUCTION This essay focuses on the study of the narrative most prevalent in everyday conversations – the conversational narrative. First, it discusses a definition of the narrative from a structural level based on the structure of conversational narrative presented by William Labov (1972). Next, it enumerates some of the important functions which the narrative is able to achieve both on a personal level and also on the interpersonal. Lastly, it ventures to explore the notion of the narrative based on its context – language and society, culture.NARRATIVES: A STRUCTURAL PERSPECTIVE In the 1960s and 1970s, William Labov developed what is now commonly believed to be the general structure of a narrative. His research involved ‘a focus on spontaneous recounting of experience’ and the capturing of vernacular, unmonitored speech. He interviewed African American youths in South Harlem and asked them whether they h ad ever encountered a life-endangering experience. He found that the stories which ensued from these interviews ‘reduced the effects of observation to a minimum’ (Labov, 2001) and referred to them as oral narratives of personal experience.Through his study, Labov noted some very important structural characteristics of oral narratives. First, he observed that the events featured in narratives often appeared in the order in which they actually happened. According to his definition, the narrative was a way of retelling (i. e. narrating) the action sequence of an event that had already happened. Therefore, parts of conversation considered to be ‘narrative’ was limited to the discursive data contributing to the recounting of the turn of events.All other parts which were not directly related to the story served the purpose of backing up the story. He claimed that these oral narratives usually had a basic structure composed of any of the following six basic parts: (1) Abstract, (2) Orientation, (3) Complicating action, (4) Evaluation, (5) Resolution and (6) Coda. Using a transcript of ‘Sample Stories – Stories about mothers’ (CD-ROM 1, Band 6)(Appendix 1. 1), we may illustrate these elements as they occur in actual oral narratives. The data presented has two speakers: a female interviewer (A) and a male interviewee (B).The transcript also features two accounts: the first is with regards to (B)’s early memories of his mother who was training as an educational psychologist and the second of which occurred sometime during his adolescence. By definition, an abstract is a synopsis of what the story is about. Looking at the transcript of ‘Stories about mothers’, it is useful to note that the first story offered by (B) seems to lack an abstract. This, however, is understandable as his story was elicited by (A)’s question regarding childhood memories of his mother. Therefore, the interviewer provided th e abstract prior to the beginning of the narrative.In the second story, the abstract is located in line 21-22 wherein (B) cites when his mother was ‘most sympathetic’ to him – during his ‘adolescent rebellion stage’. Typically, the orientation appears first in the narration and begins by citing the basic details of the story: that is, the ‘who’, the ‘what’, ‘where’ and ‘what were they doing’ of the narrative. In our transcript we can detect the beginning of an orientation in lines 5-10 in which (B) recounts when his mother had begun studying educational psychology and some of the tests she carried out on him and his brother.The complicating action effectively answers the question – ‘then, what happened? ’ An example may be found in line 11 where (B) said recalls his mother’s reaction to a ‘slightly alarming’ result of an inkblot test. The complicating action i s the only element which Labov believed to be a pre-requisite to a narrative. On the other hand, evaluation is the only element which does not necessarily happen in sequential order in a story. It may occur in any part of the story, most noticeably at the story’s climax and answers the question – ‘so what? ’.It may come in the form of ‘external evaluation’ (narrator steps in to give an evaluation)(e. g. line 10: referring to the intelligence tests as ‘actually fine’) or ‘internal evaluation’ such as intensifiers (which emphasize on aspects of a story)(e. g. ‘†¦she took it very, very seriously’. ), paralinguistic features (e. g. the use of sound effects, facial expressions and gestures) and the taking on of other people’s voices (Bakhtin, 1981). Evaluation is important to the narrative as it is a way for narrators to emphasize important parts of the story by drawing the attention of his listene rs by adding more information.An obvious paralinguistic feature which we can deduce from the transcript was (B)’s use of tone and pause. At about line 11, he starts using a rather loud and fast-paced voice but the dynamic changes in line 13 before (B) voices out his mother saying ‘Oh I see†¦Ã¢â‚¬â„¢ followed by a pregnant pause for ‘dramatic effect’. It may be argued that tone and the pauses were used evaluatively and therefore is a very good example of how people are able to use language creatively even in everyday conversation. In a narrative, the resolution is what we refer to as the concluding action – what finally happened.For example, in conclusion to the memory of the slight scare regarding the inkblot test, we are told that (B)’s mother reassures him that he needn’t worry because she was ‘just learning’ (line 15-16). The final element, the Coda, tells us how the story is relevant to the storyteller or his audie nce in the present time. A potential coda may be found in line 18 where (B) jokes that he now thinks that the results of his mother’s tests were ‘right’. The Labovian categories regarding the narrative structure has been criticized for ‘constricting’ what can be considered a story but continues to have significant impact on narrative study even today.It persists to be a useful procedure in narrative analysis by providing a succinct set of categories for defining ‘stories’. Furthermore, while it emphasizes on the ‘flow’ relationship between ‘experience, cognition and representation’ – it spends a fair amount of time taking the language into consideration before attempting to make sense of it (Squire, 2008). NARRATIVES: A FUNCTIONAL PERSPECTIVE Rather than identifying narratives according to their structural characteristics, we may also define narratives according to the function they accomplish in relation to the storyteller and his or her audience.In the process of storytelling, the narrator is not only able to recount the happenings of past events but in addition, the resultant narrative is imbued with select aspects of the teller’s identity. Through the narrative, the storyteller tells his audience the ‘kind of person’ he sees himself as. (Toolan, 2006, p. 63). Narrative identity may be projected in the narrator’s use of evaluative language. Sometimes during the course of an oral narrative, the speaker might use different styles (style-shifting) or language varieties (i. . codeswitching) in order to ‘create voices’ for their characters and may serve to help in the transmission of identity and allegiance (Maybin, 1996). In ‘Stories about Mothers’, (B) portrayed himself as an active participant in his mother’s tests. In retrospect, he seems to be telling us that at present, he is rather fond of his childhood memories of his mother (perhaps alluding that he has a good relationship with his mother now) and that he has since grown out of his rebellious teenage stage (he’s ‘mature’ now).Narratives not only serve a personal function but may also serve an important interpersonal purpose. According to the work of Norrick on nuclear families (1997), participation in co-narration (which is common practice in families and others in close relationships) is a way for family members to demonstrate and therefore solidify their position within the family. He believes that family membership may be measured by the contribution that a member is able to provide to the act of shared narration. Through the shared arration of past or recurring events, individuals exhibit shared group identity and allegiance. Norrick also points out that shared narration may also function as a way to demonstrate shared values within families. While an outsider may not have the advantage of having shared experiences with other family members and so be unable to participate in the co-telling of past events, he or she may use his or her own experiences which are similar to those of the family in order, thereby adopting values inherent with the family.In this way, outsiders may gain acceptance as ‘insiders’ of the family. All this is in agreement with Bruner’s suggestion that ‘our sensitivity to narrative provides the major link between our own sense of self and our sense of others in the social world around us’ (1986). NARRATIVES: A CONTEXTUAL PERSPECTIVE In order to gain a full understanding of the narrative, one must take context into serious consideration because stories are constantly under the influence of the narrator’s representation of experience as well as of language, society and culture.While it is a narrator’s prerogative to portray the characters and events of his story in a manner of his choice, the details of the story and the way that it i s told is largely influenced by the storyteller’s personal notions of himself, those around him and events. Stories, whether they are in written or oral form are all representations of the narrator’s experience (Toolan, 2006, p. 68). External and internal evaluations are important tools used by the narrator to be able to represent their experience of people and events through the narrative.In addition, evaluation may also be ‘embedded’ into narratives when narrators directly quote a character (Toolan, 2006, p. 68). In ‘Stories about mothers’, [B] repeatedly gives voice to his mother by quoting some of the things she used to say (e. g. You’ll be fine! ). How experiences are represented all depends on the narrator’s personal constructs. Personal constructs are inner worlds and perceptions that determine the way that we ‘see’ people and events and are largely determined and affected by language, culture and society.The importance of taking the socio-cultural context of a narrative is important especially when we move to decoding the ‘meaning’ behind narratives. In 1975, Grice explained that everyday conversations were being guided by four maxims: the maxims of Quality, Quantity, Relation and Manner (Toolan, 2006, 72). These maxims (inferential norms or so called conversation implicatures) explain how individuals are able to ‘logically’ comprehend meaning in conversation but may be insufficient when trying to explain how stories or jokes are understood.Nair (2002) proposed that in the process of narrative inferencing (i. e. , the way that we figure out what a story means), cultural cooperation between the narrator and the audience is of utmost importance. The implications regarding the importance of impliculture in narrative inferencing is that we are reminded that (1) there are aspects of narratives which are culturally situated and must be interpreted in the context of t he same culture and (2) therefore, only individuals who share the same cultural identity may fully interpret cultural narratives.The relationship between the narrative and culture is further demonstrated by the fact that stories of folklore and native traditions have been passed on from generation to generation in the form of the narrative. In this way, narratives contribute to the preservation and transmission of cultural identity and belonging. CONCLUSION Stories are commonplace in everyday life. In fact, it has been said that conversational English is largely in the form of the narrative (Maybin, 1996) – in laidback conversations with friends and relatives to our more professional interactions with colleagues in the workplace.They can be identified through their structural characteristics, the personal and interpersonal functions they serve in everyday social life and are both the result and inferred from the socio-cultural context and yet, the oral narrative remains a nat ural part of human life from the cradle to the grave – from the silly bed time stories we are told in childhood, to the epitaphs told in ‘our memory’ at our lives end. REFERENCES Bakhtin, M. M. (1981). The Dialogic Imagination. Austin. State University of Texas Press. Bruner, J. 1986). Actual Minds, Possible Worlds. Cambridge, Mass. Harvard University Press. Grice, H. P. (1975). Logic and conversation. In Cole, P. and Morgan, J. (eds) Syntax and Semantics. 3: Speech Acts. New York: Academic Press. Labov, W. (1972). Language in the Inner City. Philadelphia, University of Pennsylvania Press. Labov, W. (2001). The Social Stratification of English in New York City. 2nd edition. Cambridge: Cambridge University Press. Maybin, J. (1996)(Ed). Chapter 1 ‘Everyday Talk’. In Maybin, J. and Mercer, N. eds) Using English from conversation to canon. Routledge/The Open University. pg. 21-27 Nair, R. B. (2002). Narrative Gravity. Chapter 5 ‘Rationality and rel evance’. Oxford, Oxford University Press. Norrick, N. R. (1997). Language in Society, 26(2). pg. 199-220. Squire, C. (2008). Reading Narratives. http://www. uel. ac. uk/cnr/documents/CNRWIPJune04Squire. doc (accessed: July 2008) Toolan, M. (2006). Chapter 2 ‘Telling Stories’. In Maybin, J. and Swann, J. (eds) The art of English: everyday creativity. The Open University. pg. 54-76

The effectiveness and roles of CAMHS Emergency/Paediatric Liaison Teams in general hospital/Paediatric settings: A Systematic Literature Review

our site – CUSTOM ESSAY WRITING – DISSERTATION EXAMPLES Abstract CAMHS Emergency/Paediatric Liaison plays a vital role in the mental and physical health of children and adults, and has numerous benefits, both for the practitioners and for the patients. This report presents a systematic review of literature on the effectiveness and roles of CAMHS emergency/paediatric liaison teams in general hospital/paediatric settings. The main source of literature that were used in this study comprised of journal articles obtained from different scientific databases such as PubMed and Emerald. Whilst the role of CAMHS emergency/Paediatric liaison teams in healthcare are acknowledged in this research, it has been established that their effectiveness is hampered by their current limited capacity. Introduction In healthcare, interdisciplinary or multidisciplinary teams play a key role in provision of overall services to different groups of interest. Such teams comprise of healthcare professionals and workers specialised in different disciplines, each providing different services that contribute to the overall well-being of the patient(s) (Ke et al., 2013). An example of such teams is the collaboration between professionals in child and adolescent mental health services (CAMHS) and paediatrics, who work in liaison to provide mental and physical health interventions for children in different healthcare settings (Lamb & Murphy, 2013). The link between mental and physical health problems among children have been recognized for a long time, and one way in which this can be addressed is through the integration of child psychiatric and paediatric services (Herrenkohl et al., 2013). Child psychiatrists who work in paediatric liaison settings argue that there are several cases of children whose parents/guardians incur high service costs in treating physical symptoms that turn out to have underlying psychiatric issues (Costello et al., 2014). Such conditions include Somatoform disorders, which are exhibited through physical symptoms(Perez et al., 2015). These high costs can be effectively through hospital paediatric liaison mental health services because it facilitates evidence-informed diagnoses and treatment from both physical and psychiatric practitioners. Other benefits include proper interventions for physical and psychiatric health issues among children(Costello et al., 2014). However, evidence from researches such as Foster (2009) indicated that in the United Kingdom, such liaisons are few and as well, have a high vulnerability to service cuts. As this literature review explores of the effectiveness and roles of CAMHS emergency/paediatric liaison teams in general hospital/paediatric settings, it critically evaluates its possible positive and negative implications in child care. It is based on this reviews that recommendations for practice can be provided to ensure that such multidisciplinary teams solve the problems that may be currently being faced as a result of the shortage of paediatric liaison mental health services (PL CAMHS). The objectives that are to be addressed in this review of literature are as listed below: To examine how CAMHS Emergency/Paediatric Liaison Teams in general hospital/Paediatric settings work. To establish the effectiveness of CAMHS Emergency/Paediatric Liaison Teams in general hospital/Paediatric settings. Methodology During this research, a secondary study approach, through a systematic literature review, was used. This research approach involved the utilization of data from sources that have already been published on the subject being studied. The selection of this research approach was because a lot of information can be obtained from a wide variety of sources within a short time (Lilford, et al., 2017). This is as compared to primary research where respondents would have to be selected, and data collection approached administered to them, which is both time consuming and costly. With regards to the inclusion and exclusion criterion, priority was given to article that have been published in reputable journal databases such as Pubmed, Wiley Online Library, Biomed and Emerald. This was instrumental in ensuring the authenticity of both the sources and the information contained in them because journal articles published on these databases undergo a rigorous process of review. When searching for data sources on the internet, keywords were used in order to return the articles, books or reports that had the most relevance for the research. Some of the key words that were used included ‘paediatrics, ‘child mental health’, ‘CAMHS Emergency/Paediatric Liaison’ and ‘multidisciplinary teams in healthcare’. Another criterion used for selection was the time of publication. The sources used were only to be those published within the past 10 years. Selection of recent data sources is ideal because it provides information that is still relevant and valid. Given that the UK health sector undergoes constant changes in order to make it more effective and efficient, reliance on older sources might provide an inaccurate description of the current situation with regards to CAMHS Emergency/Paediatric Liaison. On application of these search, inclusion and exclusion criteria in searching for secondary sources, there was an assurance that the information presented in the systematic review was highly relevant. Tables were used in the presentation of results.FindingsIn most cases, caregivers of the patients may be concerned, and wish to access some advice so as to determine the possible impact of an illness to a child and also explore some of the possible ways of getting to communicate about the illnes ses (Herbert et al., 2016). Referrals in most cases get to typically involve those situations where there are some additional psychological issues. The liaison service has a great advantage as it is multidisciplinary and it provides so many interventions that could include; psychiatric nursing, family work, and some psychological therapies. Teaching, consultation, supervision and training is provided for the therapists and also the staff that is working hard towards the provision of the required services. Young people and child mental health is sub-specialty of both paediatrics and also mental health. The disparity that exists between the fields leads to some delay in the development of young people and child mental health services (Wilson, Metcalfe & McLeod, 2015). Berelowitz, and Hugo (2015) claim that liaison between the mental health and general services can be quite challenging and it is often unmanaged and unplanned. The need for a robust liaison model is recognized, however collaborative working especially between the professionals is rarely evident. A framework that is multidisciplinary is the most effective working model for liaison. There needs to be a lot of commitment in the psychiatric, paediatric and also psychological disciplines as they are very essential to its overall success. More children and also adolescents are presenting the A & E departments with harm that they cause on themselves, they are admitted with other conditions that include, psychosis, psychosomatic problems and also some eating disorders (Griffith &Glasby, 2015). It has generally led to an increase in the number that is accommodated on the adolescent units and the pediatric wards. Provision of the inpatient CAMHS is yet to catch up with an increase in the recognition of the increased need. The mental health needs of the children and adolescents have received a high priority especially in those health policies that have been formulated recently. The nurses have a role to ensure that they provides collaborative and also evidence based mental healthcare for the children and adolescents as well irrespective of their clinical environment (Wilson, Metcalfe & McLeod, 2015). CAMHS nursing role is very specific and adds a lot of dimension in most cases to the care that the children and also adolescents that have the mental health issues need. It is inclusive of those other disciplines that lack time, resources and also skills so as to deliver effectively. Liaison nursing has its major focus on the relationship that exists between the patients and also the nurses rather than the treatment and also diagnosis of various diseases (Cleaver, 2014). Nurses that are available in CAMHS liaison have the duty of providing, consultation, clinical care, education, supervision, nursing and also ensure that they undertake research(Ke et al., 2013). They ensure that they provide both support and also nursing advice to the colleagues that are in the paediatric setting and they all the time as they have a responsibility of ensuring that the wellbeing and also safety of the clients is provided fully. Recognition of the fact that nurses are providing care in an environment t hat is less than perfect is very important to the building of partnerships that are effective. It also leads to the acknowledgement of the challenges of caring for those adolescents that are troubled in the emergency departments or even the paediatric ward (Herbert et al., 2016). Glazebrook, Townsend and Sayal (2015) found out that the response given to the children and adolescent mental health needs requires some serious consideration of the variety of services that are provided at different levels. They are the early intervention programs, the ones of mental health promotion, the primary and also community mental health care services, and specialist services on mental health for those conditions that are more serious. A lot of evidence has been documented to clearly demonstrate that the behavioural difficulties and also early implementation of the programs that are meant to support the families can lead to better outcomes in the health of the children and also adolescents that are at risk of developing chronic mental health problems (Griffith & Glasby, 2015). CAMHS programs have been very crucial in addressing the risks that are faced and also providing some protective factors early in life need (Glazebrook, Townsend & Sayal, 2015).Wilson, Metcalfe, and McLeod (2015) add that for those children and also adolescents that are at more risk, this includes those ones that come from families that have a lower income, low levels of education, and also all those ones that live in those areas that are disadvantaged. The schools also have a role of ensuring that they focus on promoting positive mental health. An approach that is based on the school encompasses the whole learning environment of the learner and this includes the physical environment, curriculum, and also the links that exist between the community and the parents as well (Cleaver, 2014). There are some capacity building and also personal elements of mental development that lead to the general improvement of the children and also provide more opportunities that promote their wellbeing. Prevention of bullying is a key element that leads to the promotion of health, so there is need to develop some policies that deter such vices from existing in the learning environments(Costello et al., 2014). Adolescent is a very crucial stage in the psychological development of a child. The children require a lot of understanding of the life challenges that they face so that they can develop skills so as to cope with those emotions that are considered to be difficult (Cleaver, 2014). The adolescence stage is a time that a higher risk of poor mental health that may result in depression, anxiety, depression, psychosis, substance misuse and even some eating disorders. There is also an increasing risk of suicidal behaviour and even deliberate self-harm. CAMHS is very crucial in providing the children and also adolescents the services that they need (Glazebrook, Townsend & Sayal, 2015). Discussion The increasing number of both children and also young people who have mental problems and receive care in the paediatric settings presents a huge challenge to the nurses. Some of them do not have any mental nursing experiences or even qualifications (Herbert et al., 2016). Cleaver (2014) claims that on call nursing support is something that most of the nurses feel is the most beneficial, aspect of the services of liaison teaching and also individual support with the young person is very important. There is need to ensure that a project is initiated that will lead to improvement of liaison in the general paediatric wards and the child and also adolescent mental health services. There is a gap that exists in addressing the need of the many children and young adults that have physical illnesses and also some mental health needs. CAMHS paediatric liaison service tends to focus on the mind and also body interface. The service offers consultation to so many referrers. They provide a lot of help to the children and also adolescents that have mental health problems. Interventions that they offer are of help not only to the affected group, but also to their families as well (Cleaver, 2014). Herbert et al. (2016) assert that they also target the psychological barriers that exist to physical care, the psychological management of the physical symptoms among many other issues. It has over the years provided consultation and also advice to adult services especially in the hospital for those patients that need some care due to their mental state. Even though the objectives of the research were met, there are several limitations that were encountered in this research that may have limited the effectiveness with which the research objectives could have been met. One of these was the challenge in the selection of article to include in the report, out of hundreds that were found online. In addition to this, the fact that many databases had to be accessed, some of this requiring paid access, also contributed to the limitations of the study. Whilst the secondary research approach has its strengths, there are some associated limitations. The strengths include the fact that the need for ethical clearance before carrying out the research is less emphasised (Mallett et al., 2012). This is as compared to primary research where research ethics have to be adhered to in order to avoid exposing research subjects to any form of harm. A limitation, on the other hand, is in the fact that the information collected is not first hand and thus, makes it difficult to ascertain that indeed, that is the exact issue or challenge being faced in CAMHS Emergency/Paediatric Liaison situations in the United Kingdom. In conclusion, the findings from the different sources that were included in this systematic review highlight the importance of CAMHS-PL liaisons in general hospitals. Children and adolescents who may have psychiatric issues that are manifested through physical symptoms have an assurance of getting the necessary intervention and relief by seeking these services. Another advantage is that the overall costs incurred in treatment are less than when physical and mental healthcare are disconnected(Costello et al., 2014). Some of the issues that can be effectively addressed by CAMHS/Paediatric liaisons include tobacco use among adolescents that may lead to mental issues, insecure attachments that contribute towards self-harm, acute mental distress and ICD-10 psychiatric disorders, among others. This justifies the need for more multidisciplinary teams in child and adolescent physical and psychiatric care. References Berelowitz, M., & Hugo, P. (2015). Management of the Really Sick Child or Adolescent with Anorexia Nervosa in Hospital: The Role of Child and Adolescent Mental Health Services. In Critical Care for Anorexia Nervosa (pp. 11-40). Springer International Publishing. Cleaver, K. (2014). Attitudes of emergency care staff towards young people who self-harm: a scoping review. International emergency nursing, 22(1), 52-61. Costello, E. J., He, J. P., Sampson, N. A., Kessler, R. C., & Merikangas, K. R. (2014). Services for adolescents with psychiatric disorders: 12-month data from the National Comorbidity Survey–Adolescent. Psychiatric Services, 65 (3), 359-366. Foster, C. (2009). Adolescents in Acute Mental Distress on Inpatient Pediatric Settings: Reflections From a Pediatric Liaison Practitioner. Journal of Child and Adolescent Psychiatric Nursing, 22 (1), 16–22. Garralda, M., & Slaveska-Hollis, K. (2016). What is special about a Paediatric Liaison Child and Adolescent Mental Health serviceChild and Adolescent Mental Health, 21 (2), 96–101 . Glazebrook, K., Townsend, E., & Sayal, K. (2015). The Role of Attachment Style in Predicting Repetition of Adolescent Self?Harm: A Longitudinal Study. Suicide and life-threatening behavior, 45(6), 664-678. Griffith, L., &Glasby, J. (2015). â€Å"When we say ‘urgent’it means now†¦Ã¢â‚¬  Health and social care leaders’ perceptions of each other’s roles and ways of working. Journal of Integrated Care, 23(3), 143-152. Herbert, A., Christian, C. I. S., & RA, C. (2016). CAMHS/AMHS Transition Policy, Islington. Policy. Herrenkohl, T. I., Hong, S., Klika, J. B., Herrenkohl, R. C., & Russo, M. J. (2013). Developmental impacts of child abuse and neglect related to adult mental health, substance use, and physical health. Journal of family violence, 28 (2), 191-199. Ke, K. M., Blazeby, J. M., Strong, S., Carroll, F. E., Ness, A. R., & Hollingworth, W. (2013). Are multidisciplinary teams in secondary care cost-effectiveA systematic review of the literature. Cost Effectiveness and Resource Allocation, 11 (1), 7. Kulkarni, M., Huddlestone, L., Taylor, A., Sayal, K., & Ratschen, E. (2014). A cross-sectional survey of mental health clinicians’ knowledge, attitudes, and practice relating to tobacco dependence among young people with mental disorders. BMC Health Services Research, 14 (1), 618. Lamb, C., & Murphy, M. (2013). The divide between child and adult mental health services: points for debate. The British Journal of Psychiatry, 202 (54), s41-s44. Perez, D. L., Barsky, A. J., Vago, D. R., Baslet, G., & Silbersweig, D. A. (2015). A neural circuit framework for somatosensory amplification in somatoform disorders. The Journal of neuropsychiatry and clinical neurosciences, 27 (1), e40-e50. Wilson, S., Metcalfe, J., & McLeod, S. (2015). Comparing Choice and Partnership Approach assumptions to Child and Adolescent Mental Health Services in NHS Greater Glasgow and Clyde. International journal of health care quality assurance, 28(8), 812-825. Wilson, S., Metcalfe, J., & McLeod, S. (2015). Comparing Choice and Partnership Approach assumptions to Child and Adolescent Mental Health Services in NHS Greater Glasgow and Clyde. International Journal of Health Care Quality Assurance, 28 (8), 812 – 825.

ICT and an Adult in Education Essay

Mr Williams is a teacher at my school, he teaches ICT and Business Studies at KS3, ICT at KS4, Form Tutor, Production, Collection and Collation of Reports for the whole of my school. He produces information on students and for staff to help in teaching and learning, he also produces statistics for staff, senior staff, LEA and DFES. He also produces information to do with effort grades ad target setting information. So he uses a lot of technology, this includes; * PC’s on a Network * Apple Mac’s on a Network * Internet via 10MB broadband * E-mail * Laptop also on Network * Digital Video Camera * Digital Still Camera * Digital LCD Projector * Palm m515 PDA * Wireless Notebooks Window/MAC OS * USB Memory sticks * Data Logging Hardware * Control hardware/software * Fax * Also available – Interactive Whiteboard Mr Williams is a teacher of I.C.T and business studies at Key Stage 3, teacher of I.C.T at Key Stage 4, Production, collection and collation of Reports for the whole school, effort grades and target setting information he produces also. He produces of information on students for staff to use which will help in teaching and learning. He has achieved the Electronic registration system for the whole school within 12 months for people to use and view. He performs general backup for staff using RM software, he also performs General Network Administration which is adding new pupils and staff users. He gives advice on purchasing new equipment for the whole school and departments. He selects, purchases and setup’s laptops for teachers using E-Learning. Mr Williams analyses exam results so senior staff and heads of years or departments so they are aware of achievement compared to the expected results. Staff are also able to view these results so they can be aware of performance issues. Subject staffs, heads of years and departments, senior staff and form tutors are also able to access these results, grades and comments. Extra software is available which will help staff by using the system that was introduced by Mr Williams, (software produced using Microsoft Visual Basic). The RM Network The RM network system allows Mr Williams to access the information on students and is able to update it if needed such as if the student changes address or phone numbers. Mr Howells can now, after Mr Williams has set the network up, can get access to LEA Management Information System and the school records. Data bases are creates to hold student information on staffs users names or folders on their laptops. Mr Williams has also enabled access from home, using the internet and school passwords. He has also updates the Pupil Achievement Tracker software which allows staff to store progress of students within classes or year group. The RM connect system enables Mr Williams and two other members of staff, who are supervisor users, to access students work areas to solve problems and to check appropriate use of programmes and internet. The E-mail system is also filtered so inappropriate E-mails are redirected and staff are able to view them, the access of websites with inappropriate langua ge or content such as pictures, Mr Williams and the other two members can check. The RM system is set up to allows staff to open Read only documents so they can give students access to related subjects. Mr Williams uses this for providing information, revision materials, coursework guides and modelling situations and simulation materials. Also used is a Virtual CDROM software and a multimedia server this allows staff and students to access CDROM images, such as the Applied ICT On-Line course used in years 9, 10 and 11. Digital Multimedia Technology Mr Williams also uses digital multimedia technology to help provide teaching and learning resources. Mr Williams used a digital camcorder, a still camcorder and Video editing software on Apple computers on a programme called IMovie and Windows, Microsoft Movie Maker2 to interview staff in local company. The final video clips were used on Matchware Mediator, which helped him to produce a series of web pages which students now use for their coursework tasks. Digital LCD Projector Mr Williams uses a digital LCD projector to allow students to use and interact with progressing work. Either Mr Williams or a Student will control the PC being used in the demonstration or teaching session. Mr Williams also uses this technology with teachers on Inset days for staff. School Internet Network Mr Williams uses the internet the school provides for teaching and learning and links on the school system. The internet is used for research for topics and to help Mr Williams keep up to date with the education and subjects. Students and staff use the school e-mail system to communicate or send work for marking or that has been marked via E-mail. Mr Williams can view student’s progress on GCSE grades by using created databases in DataPower which stores coursework marks, comments and examination marks. Formulae is used to estimate the final grade the student may be given to the student, he can do this by using board supplied information. This information is shared with students and used to report back to parents. Virtual Learning Mr Williams has helped in the introduction of a Virtual Learning Environment (VLE). The VLE allows students to upload web pages to the school system and also as a secure data and information storage area for student’s work. PDA Mr Williams uses PDA in school; this holds a lot of useful information such as Diary information, pupil performance information, examples of E-book for future reference by students in the school. Software and information can be ‘beamed’ using Infra – Red technology to members of staff or to certain Infra-Red equipped printers in the school. USB Stick Mr Williams has introduced the use of USB stick technology which enables transport of large amounts of data in a compact secure form (32 or 128 Mb at present). Data Logging and Control Hardware Mr Williams uses Data Logging and Control hardware in teaching and provides INSET days for ICT and Science staff, these days are needed to improve the quality of teach Wireless Mr Williams uses the wireless (55Mb) notebooks with students in school and with adult learners to allow them to experience new technology. The advantages are obvious, a lot more space recommended for each machine, extra infra form is required, (Wireless access points can be plugged into network sockets, for easy movement), students can also work in groups in a more adjustable way. The School Network The School Network System enables Mr Williams to access information on students or necessary by students or staff anywhere in the school. Software He uses a lot of software such as Microsoft Word Access, Microsoft Excel, Microsoft PowerPoint, Microsoft Publisher, DataPower 2, Macromedia dreamweaver, Macromedia Fireworks, Macromedia Flash, Macromedia Freehand, Adobe Acrobat, Adobe Photoshop, Pupil Achievement Tracker (PAT), IMovie, Microsoft Movie Maker 2, QuickTime Pro, Microsoft Visual Basic, Internet Explorer, EasyMail and Outlook Express. Hardware and Network, Windows Desktop PC’s, Windows Laptop, Apple IBooks (wireless) Apple G4 desktops, Apple Network using MACOS Xserver, RM Connect network using 5 NT4 servers and a multimedia server, Fibre Optic spine connecting four cabinets which contain Hubs and Switches, 100Mb Ethernet to the desktop, 10Mb Broadband Internet access with RM SmartCache technology, Palm m515 PDA using IR and USB technologies for transferring data. He also uses a Promethean Interactive Whiteboard, Sony digital video camera, Canon digital video camera, Sony digital still camera, Canon digital still camera. The Internet Mr Williams uses the internet for research, if he did not have the internet he would have to get information from textbooks, and use more textbooks during lessons while he teaches. If he had to do this it would be expensive. If he was not able to have access to the internet it would mean he would have to photocopy from books so he would have to arrange time before and after lessons to photocopy the information needed. To do this more money is needed to be spent and more time would be needed, so other jobs will not be able to be completed as time would be wasted on photocopying. As Mr Williams will always be up to date with resources as he uses the internet. Mr Williams also uses the internet to buy gifts for friends and family, such as buying tickets fro the cinema or theatre, with his friends and family. He likes using the internet to but gifts as he gets an online discount, that isn’t available in the shops and by using the internet he doesn’t have to waste time waiti ng in queues. Although there is a disadvantage about purchasing online as he doesn’t always get to see all the objects in the shop, and he also has to pay for delivery, but that works out the same as the amount of money he would of spent driving to the shop and parking. The PDA The PDA had several facilities this means Mr Williams will have all the information he needs for the day. If he didn’t have this piece of technology Mr Williams wouldn’t be able to travel around school to see students and teachers as he would have to carry lot’s of papers with him if he didn’t have this technology. Sometimes he is not able to take his laptop into meetings but with this programme he is able to save work to his area, this is handy as he will never loose his work or information, like he would if he had to carry paper around with him. The PDA has facilities which a useful to Mr Williams, such as alarms and a diary, this meets his needs as he is never late to an appointment or meeting and never misses a private party or function, like a family member’s of friends birthday party. Digital Camcorder He uses a digital camcorder to create applications for his students ICT classes. This allows Mr Williams to download the resources directly to the system. Mr Williams can now uses student friendly resources in his teaching schedules, enriching and improving the experience of his students education. Memory Stick Mr Williams uses a memory stick which allows him to be more resourceful and more flexible in his job. This means Mr Williams can hold data on and be able to transport it around school easily. As he can store more work it means he can do more work at home in his own time in the evenings and at the weekend. This means Mr Williams can now spend more time at home as before he had a memory stick he would have had to spend more time at school, which before he felt he was missing out on his family life. Notebook Dell D810 He uses a Notebook Dell D810, this means he now has more freedom than he used too. Before he had this laptop it meant that he had to sit at a desktop, which is usually in a classroom, and could not get much work finished. This programme means that he can move around during school, as long as it has a wireless connection to the network, having this means he can complete all of his work. Microsoft Word This Microsoft programme can give Mr Williams a variety of options and facilities. One of the facilities is mail merge is useful for producing reports for students. If Mr Williams did not have this option of using Microsoft Word, it would take him an awful long time to add address’s and reports for students. The word processing software also checks his spelling and grammar so it looks professional and correct. Power Point is also used by Mr Williams to create presentations for students. Having this programme allows students how to create different fun pieces or work. E-Mail Mr Williams uses E-mail for school and his social life he uses this so he can send work to and from home, also he can sends work to students via e-mail, with suggestions on how to improve their work. He also uses this to communicate with his family and friends to arrange events in his social life. He likes e-mail because he knows that when he sent an e-mail, it will be viewed by the person he has sent it to, when they open their inbox. This therefore means he can communicate. This means he can communicate with anyone when he is on his computer and isn’t near a phone. Doing this means he doesn’t have to wait until the person turns on their phone or leaves a message or is at home. Mr Williams feels that when he leaves a message on a phone, he doesn’t feel he can communicate properly. He knows that if he sends an e-mail, all of the necessary information will be displayed once read. Network System Mr Williams is able to access information anywhere in the school. This means that he can complete his work anywhere and any time, when he has spare time.

Analyzing What Boudicca Is

Analyzing What Boudicca Is Though the primary sources on Boudicca are fragmentary and limited, it can still be ascertained that she played a major role in the revolt of the Iceni against the mighty foreign power of Rome. Throughout history powerful men have been viewed as threatening, but powerful women such as the late queen of the Iceni are often seen as awe-inspiring. Owing to Boudicca’s mistreatment and bravery she rose up against the Roman Invasion endeavouring to seek vengeance and in doing so shaped European history. Boudicca, one of history’s most powerful women, suffered rape only vicariously as a mother, but her revenge destroyed thousands. The rebellion of Boudicca has an established and monumental place in British history. Her ability to recruit a brutal Celtic army and massacre thousands in her revolt displays her courage and determination as a leader. The character of this woman and the events of her life, contribute immensely to her importance in history. While over time she has b een viewed by different perspectives, she is most commonly seen as the obvious; a queen, mother, wife and survivor. Boudicca’s revolt against the Romans was initially shaped by misfortunes brought upon her life and her family. Among ancient Celts, women were equal to men and held a number of well established rights. Consequently, when Boudicca’s husband, Prasutagus, King of the Iceni tribe met his death in 60 AD, Boudicca took her assumed role as Leader and queen. Her husband’s will outlined Boudicca’s inheritance of the tribe and its land yet the Romans considered this practise illegal and demanded she hand over her wealth and territories. The injustice of such a demand resulted in Boudicca’s strong refusal which ultimately led to her arrest, flogging and then the public brutalisation and rape of her two young daughters. Tacitus, senator and historian of the Roman Empire depicted the event in his work, The Annals. He states, â€Å"His kingdom was plundered by centuries†¦ his wife Boudicca was scoured and his daughters outrage. All the chief men of the Iceni as if Rome had received the whole country as a gift, were stripped of their ancestral possessions, and the kings relatives were made slaves.†(http://classics.mit.edu/Tacitus/annals.html). This prominent historian outlines significantly the atrocious actions of the Roman Empire and mistreatment of the Royal Family and its tribe. Manifestly, after the assault to her children, her family and her kingdom, it was time to seek vengeance. Boudicca triumphed as courageous female leader and despite the fragmentary nature of sources; there is strong historical evidence which depicts her heroic qualities. In the case of Boudicca, the public lashing she received and the rape of her daughters was a calculated political move on the part of the offending Romans, whose intent was to show the Celts their helplessness against the conquerors. For years Celtic tribes had suffered under roman domination and taxation. They had been driven off their own land and subject to lives as slaves and prisoners. After suffering yet enduring such great offences, Boudicca recruited neighbouring Celtic tribes which without a doubt strongly supported the revolt. Tacitus articulated that even neighbouring tribes which had not yet been cowed by slavery agreed in secret conspiracy to reclaim Celtic freedom. (Annals, 14,31). Cassius Dio, a Roman historian, could not overlook the magnanimity of Boudicca as he romantically depicts her in his literature when he displayed, â€Å"She was huge of frame, terrifying of aspect, and with a harsh voice. A great mass of bright red hair fell to her knees: she wore a twisted Torc, and a tunic of any colours, over which was a thick mantle, festered by a broach. Now she grasped a spear to strike fear into all that watched her†.(www.unc.edu). Without question, Boudicca’s larger than life reputation, courageous persona and frighte ning stance was clearly recognised and depicted strongly in Roman history. Her ability to inspire support from neighbouring tribes in her vengeance in seeking to revolt made her a leader in her own right. Her final speech to her army, retold by Tacitus, displays the motivations of the Celts. Boudicca stated, â€Å"Roman lust has gone so far that not our very person, nor even age or virginity, are left unpolluted†¦ If you weigh well the strength of the armies, and the causes of the war, you will see that this battle you must conquer or die. This is a women’s resolve; as for men, they may live and be slaves, and captive.†(www.unc.edu). Boudicca expresses that she would rather die than let herself and her tribe fall under the control of the Roman Empire. It is articulated that Boudicca saw the battle as life or death and that women will fight to the very end in the name of vengeance. Despite the fragmentary nature of the sources surrounding Boudicca, it is still evid ent that her efforts to build and motivate her army display her impact and inspiring leadership qualities.

Case study - assignment question answer Example | Topics and Well Written Essays - 500 words

Case study - question answer - Assignment Example As such, they decided to offer higher than the original prices to benefit the workers and to enable them maintain their jobs. The following statement from the text, â€Å"...harangued the Japanese team about their hypocrisy...† referring to the British boss, clearly reveals the anger and disappointment that the boss had towards the Japanese negotiators. Additionally, the aspect of emotion also appears from this statement, â€Å"...offer you an additional fifty cents a tonne above the price that you originally asked for...†. This statement by the chief Japanese negotiator is a reflection of the Japanese feelings towards the proposal forwarded by the British negotiators. Indeed, they had mixed feelings. The decision made by the Japanese negotiators triggered excitement though it was accompanied by a lot of surprise. According to Hofstede’s cultural dimension theory, effective intercultural communication plays a very significant role in creating understanding among different cultures and therefore preventing any cultural difference. Miscommunication is caused by lack of cultural understanding and poor communication skills, which can only trigger cultural conflicts. Hofstede suggested some cultural dimensions like uncertainty avoidance, collectiveness and individualism among others. Accordingly, Hofstede claims that these cultural dimensions, when put into use, assist in overcoming cultural differences. Arguably, the Japanese negotiators, listening to their counterparts and weighing the consequences of what they were about to do, enabled them solve their cultural differences and stabilized the situation. Accordingly, the British negotiators were very much interested on the interest of the South African workers. As such, they focused on their main reason of setting the prices and maintaining their position concerning the price. The British boss, having been disappointed by the Japanese negotiators, decided to be