Different Aspects Of Patient Care Nursing Essay

Different Aspects Of Patient Care Nursing Essay To help me reflect upon my practice from my first placement to my second placement, I will use Driscolls model of reflection (Driscolls model 2000). Driscolls model uses three stages to help analyse practice; what happened; providing a description of the event, what have you learned; giving an account of how you felt at the time and what you have learned after revisiting the experience and finally your proposed actions for the future and how you are going to implement what you have learned from reviewing the experience (John Driscoll, 2011). Throughout this assignment I will be discussing different aspects of patient care which have occurred during my time in my first and second placement. To maintain patient confidentiality within my assignment I had to gain consent from patients, making them fully aware of why I needed their consent and how their information would be used, following the NMC code of conduct You must respect peoples right to confidentiality (NMC, 2008). During my assignment I will not be using the patients real names due to confidentiality but, I will be addressing them using Patient A and Patient B. Firstly, I am going to reflect on practice using Driscolls reflective model. The first stage is to describe what happened during my experience. While on my second placement, myself and a nurse had to bed bath patient A in a side room. The patient was in the side room due to having Clostridium Difficile (C-Diff) which was found after sending a loose stool sample. I had already gained consent from patient A for myself and the nurse to give a bed bath in accordance with the NMC code of conduct (NMC, 2008) and following this I went to collect the correct equipment to perform the task. As patient A had Clostridium Difficile they needed to be isolation nursed. We isolate nurse to prevent the risk of spreading germs to other patients and staff (NHS, 2010). Outside of the side room there were red aprons and gloves which needed to be put on before entering. Before entering the side room, it is essential to collect all equipment to avoid leaving the room unnecessarily. You need to put on a pro tective apron and gloves to prevent the risk of contamination to clothes and hands (Dougherty and Lister, 2011). Once in the side room, I explained to patient A what would happen. I encouraged patient A to be as independent as possible; however, patient A could only do little due to reduced mobility. I made sure dignity was maintained at all times by exposing only the part of the body I was cleaning. As patient A was less mobile, patient A couldnt fully assist with rolling; however, with support from myself and the nurse, we could roll patient A enough to clean the back and buttocks. To enable this to happen; I put patient As arms across their chest and gently rolled patient A onto their side, I provided support to patient A while the nurse cleaned and put clean sheets on the bed. During the task I communicated with patient A to ensure they felt comfortable, and to keep patient A informed of what myself and the nurse where doing. Driscolls model now asks me to analyse my feelings and what I have learned. Throughout the experience I felt confident in what I was doing as I had gained previous experience on my first placement; however, when I was on my first placement at a surgical ward I was asked to bed bath a patient with the assistance of a Health care assistant, I felt very anxious as I had never been in direct patient contact before and this was the first time I had been in a care environment. Although I had learned about the requirements of personal qualities and how to promote dignity and autonomy which is needed to assist with personal care in lectures at University, I had never put them into practice until my first placement. During this event I have learned what isolation nursing is and why we need to implement it if a patient has contracted certain infections. At first, I did not feel comfortable with the concept of isolation nursing as I had never come across this type of infection prevention and control procedure before; however, the nurse explained to me the importance of putting on a red apron and gloves before entering the room, and explained to me that I need to dispose of my apron and gloves in an orange clinical waste bag for incineration and to wash my hands thoroughly with soap and water before leaving the room to remove and spores, and explained that I should not use my alcohol gel in this situation as it is ineffective at eliminating spores. Infection Prevention and control is a term used to protect people from infections. It is used in healthcare to prevent patients acquiring those infections associated with health care and to prevent the transmission of micro-organisms from one patient to another (Dougherty and Lister, 2011). In the future, if I were to isolate nurse a patient, I feel I would be more confident as I now understand the importance of infection prevention and control procedures such as wearing protective clothing to prevent spreading infections and the process of discarding contaminated waste. On evaluation of this experience, I feel that my communication skills on my second placement have improved greatly from my first placement, as I am now feeling more comfortable with communicating with different people to help establish a therapeutic relationship, as this is very important when delivering patient care. I believe I communicated effectively with the patient and a therapeutic relationship was recognised. I will now reflect upon Organisational Aspects of Care. During my first placement on a surgical ward, I had to take many observations including; Respiratory Rate, Oxygen Saturation, Temperature, Blood Pressure and Heart Rate. On the surgical ward, immediately after surgery the above observations needed to be taken every hour. During my second placement, which was on a medical ward, observations are taken every 4 or 8 hours depending on the needs of the patient; however, if the Doctor or Nurse deems the patient to be at risk, the observations are increased. When carrying out all observations, it is vital the patients Early Warning Score chart is available, as this is where all observations are recorded. This assessment tool is divided into sections relating to the types of observation you are taking. Within the sections is a colour code to indicate if the recording is of no, low, mild or high concern. All observations need to be recorded, as anything that is not written down did not happen. When recording in official documents all information needs to be eligible and correct and needs to have the date and time it commenced (NMC, 2008). The first time I had to assist with taking observations, I was very nervous as I had never taken them before and was unsure of how to approach the patient as I had not yet formed a therapeutic relationship with them. I found it difficult to take patients temperature as I was not sure how far into the ear canal I should put the tympanic probe; however, I asked my mentor for advise and she said that what I was doing was correct which gave me more confidence the next time. With regards to the patients Early Warning Score, I always record each result as soon as it has been measured to make sure I do not forget, or mistake it for something else. When recording any result, it is vital to check if the patient has any parameters set, most patients on my second placement had parameters set. Patients would have parameters set if the EWS parameters are not specific enough to the patient. Once all observations have been taken it is essential to note whether the patient has an early warning score or not. If the patient does have an early warning score, it is imperative to tell a staff nurse immediately as this could be a sign of something severe. Measures and documents vital signs and responds appropriately to findings outside the normal range (NMC, 2010) Another observation which I found difficult was respiration rate. I learned at University to be discreet when looking at a patients respiratory rate, as, if the patient knows what you are observing, they are more likely to alter their breathing rate, which gives you a false reading. On my second placement, I feel more confident with taking observations; however, I still struggle with respiration rate. I now know that I can observe the patients breathing while checking their pulse; however, if they start to talk or their chest does not make significant movement I find it takes me a while. When taking observations now, I feel much more confident with the layout of the Early Warning Score Chart and knowing when it is necessary to inform my mentor or staff nurse. Over a period of time, my skills will develop sufficiently, and I will gain more experience helping me to understand what is appropriate for the patient; nevertheless, I feel as a first year student nurse, my skill level when taking observations, recording them and my knowledge of an Early Warning Score assessment tool is what it should be. I will now discuss Nutritional and Fluid Management in accordance to Driscolls reflective model. While on my second placement, a medical ward, I had to care for patients who needed assistance with eating and drinking. During meal times, some patients required assistance with eating and drinking, such as; cutting up their food into reasonable sized pieces which they could independently manage. On one occasion I was asked if I could feed a patient, to which I agreed. I already had my apron on, so I approached patient B to ask if it was OK for me to assist them with their dietary needs, to which they answered it was, I then proceeded to wash my hands to prevent contamination of infections (NMC, 2008), (NICE, 2012). I brought patient Bs dinner straight from serving to ensure it was hot and manoeuvred patient Bs table to a comfortable position for myself to avoid over stretching, and prevent spillage of food, then sat patient B upright in their bed to prevent choking and, made sure they w ere comfortable and presentable before starting to feed to maintain patient dignity and autonomy (NMC, 2012) .Throughout the meal time, I was careful not to rush patient B with their eating, and I encouraged them to drink plenty. I acknowledged when patient B wanted a rest, and when they were full, trying to encourage patient B to eat as much as possible before indicating the need to stop. Patient B had a food and fluid chart as they were at risk of malnutrition. A food chart provides suitable evidence of a persons nutritional intake which acts as a valuable resource for all members of a multi-disciplinary team; dieticians and nurses to assess whether a dietary treatment plan is necessary for the particular patient (Freeman, 2002). It was my role, once patient B had finished their lunch to complete the charts accurately. All through the experience I was very nervous as I had never assisted someone with food and drink, and I had not yet developed a therapeutic relationship with patient B. On my previous placement, a surgical ward, most patients were independent with food and drink so did not require support, or monitoring on a food chart due to the majority of patients having healthy diets, therefore I did not have a great opportunity to learn what they are, or how to fill them in correctly. However, on my second placement I had witnessed a health care assistant filling in a food chart, so I used my initiative to ask what they were and how you fill them in, so I knew what to do if a situation arose where I needed to complete it. As I had never assisted anyone with feeding before, I felt inadequate and uncomfortable in case I put too much or too little onto the cutlery or fed the patient slower or faster than they would usually eat. On reflection of this experience, I feel I communicated well with patient B to ensure I was appropriate with my actions and that I met their nutritional and fluid needs. I believe I completed the food and fluid charts accurately, leaving me feeling confident if a similar situation occurred. If this situation arose again, I now feel confident I know how to approach it, after gaining experience on my second placement with helping patients with food and drink. I now consider myself to have acquired the correct knowledge and skills to not feel inadequate as I previously had, and I now know what to do when assisting with feeds and completing the required charts, giving me more self-assurance when I approach patients. I will now reflect upon the skills cluster; medicines management comparing my first placement and my second placement as a first year student nurse. Throughout my two placements subcutaneous injections were commonly used. The injection I will be talking about is Tinzaparin because it was used on both the surgical and medical ward. Tinzaparin is a low molecular weight heparin and is used for the treatment and prevention of blood clots (British National Formulary, 2011). During my first placement; a surgical ward, Tinzaparin was frequently used and I had previously observed my mentor administering the injection. After observing my mentor, she asked if I would like to administer the injection, to which I agreed. I had never given an injection; only to a model when learning the technique in University, so I felt very apprehensive. Before giving the injection I would gain consent from the patient, explaining what I would be doing and where on their body I would be administering the injection as there are various places subcutaneous injections can be given. I would ensure I would not be giving the injection into the same sight as the previous day as this can affect absorption rate (Dougherty and Lister, 2011). The patient gave me full consent to give the injection into their abdomen so I would continue to prepare. Prior to giving the subcutaneous injection, I checked it was the correct; drug, dose, patient, route, date and time and if it was signed by a doctor. If this was all correct, I would proceed to cleanse my hands to prevent contamination of medication. To administer the injection I would gently pinch the skin to lift the adipose tissue away from the muscle, removing the needle sheath and inserting the needle into the skin on a 45ÃÅ'Ã…   angle then releasing the skin. I would withdraw the needle quickly and apply pressure with a cotton wool ball (Dougherty and Lister, 2011). After giving the injection I would make sure all sharps were disposed of correctly and all documentation was completed and countersigned by my mentor. When on my second placement administration of subcutaneous injections was common on the evening medication rounds. I now feel less apprehensive about giving a subcutaneous injection as I have had practice and my professional skills have developed; however, I feel I need to increase my confidence, which will happen after I have given more injections. This is my first time in a health care environment; I had never observed anyone giving injections before my first placement. I found giving an injection daunting, especially if the patient was underweight; however, my mentor on my first placement said my technique was OK which calmed me down and gave me more self-esteem. I am definitely happier with the technique of administering a subcutaneous injection and I no longer feel as hesitant as I did on my first placement. On evaluation of medicines management, if I were to give a subcutaneous injection again I would feel less anxious as I now have practice and all relevant paper work completed to say I am competent. Even though the practice in placement has developed my skills greatly, I do not feel confident giving a subcutaneous injection to an underweight patient. I would communicate more with the patient, putting them at ease with my ability to administer the injection and I will continue to use the correct technique shown to me in University. After reflecting on my practice from placement one and two of my first year as a student nurse, I now know what I need to do to develop my skills throughout my second year as a student nurse. To show my development I will keep an up to date portfolio of my achievements to provide evidence of meeting the required competencies. To develop my skills as a second year nurse, I will continue to work closely with my practice mentors and academic mentors, seeking help and advice when needed to ensure I am professional and knowledgeable in my career. I will gain more experience as a second year, participating in different aspects of a nurses role to help further my development as a nurse. At all times I will work within my limitations as a student nurse and I will abide by University and work protocols to maintain a safe environment for myself, colleagues and patients. I aspire to nurse patients in a holistic manner, having a greater input into decisions about patient care, putting into practice all what I have learned by implementing the essential skills clusters. I will continue to treat all patients as individuals, maintaining their confidentiality and building therapeutic relationships to ensure I am promoting their health needs.

The Characteristics Of Octavian History Essay

The Characteristics Of Octavian History Essay Augustus, during the time of his reign as princeps of the Roman people, cultivated for himself an image of military prowess, generosity, virtue, and clemency. Octavian, before known as Augustus was thought to be one of the most important leaders in Roman history. His character as a leader, gangster and statesman was brought up through tough competition .Also being the adopted son of Julius Caesar, has brought up more character in him than before as he had to live up to people exception as next Caesar . Even historians today, when compared to his adoptive father Julius Caesar, Augustus, did more for the country than did him. The characteristics of Octavian (later known as Augustus) quickly grew as more prominent political figure, just after the death of Julius Caesar in 44 BC. Octavian, although only 18 at the time, had little in the way of merit to go off of other than his relation to Caesar. He relied heavily on this connection which can be seen through various methods of propaganda which were heavily promoted at the time. One of the chief methods propaganda used in ancient Rome both during and outside of this time period was through the public. This was done by introducing coins, games and also by improving standard of living which was done by construction of public building and monuments in his name. He created the denarii, a silver coin that made trade between different parts of the empire much easier. Trade also became faster when Augustus eliminated all taxed goods which merged the Roman lands into one large economy. He also created faster transportation between cities by roads. The last important contribution was setting up the civil service. These services were open to anybody of all ranks in the army and were made to work for a job as a slave. This institution took care of Romes grain supply, road repairs, the postal system, and all the other daily work of running the empire. Under Augustus great accomplishments and advancements which were made over the years has led Roman Empire to flourish. Yet in researching Augustus, one must pose the question, was he truly a great leader whose true aim to love Rome and its people at the heart of his decisions or was it masterfully manipulating and achieving what he wanted? Or could it be possibly accomplish both? In many ways, Augustus has left a deeper imprint on the world than Julius Caesar ever did. Despite having an imperialistic approach, he understood the concept of institutions and democracy and drove them forward. Yet the man, Caesar Augustus, remains a figure of shadows that gets lost behind the details of his achievements and propaganda of the time. Over the course of his career Augustus did much to manipulate his image in order to serve the needs of his country. He managed to sufficiently and relatively quickly gain power and restore peace to Rome. His image continued to morph and change throughout his life going through the extremes of relatively unknown, to ruthless vengeance-bringer, to the pious, just leader of a restored republic. Another aspect is the way in which Octavian (later known as Augustus) was use of the army which led to important formations and maintenance of power. Octavian primary aim was to avenge traitor who killed Julius Caesar. He first gained the support of the senate by creating an enmity between him and Antony. This helped Octavian over time which helped him to become more popular .The popularity helped him to take revenge on Cicero and Brutus. Thus, Octavian formed an alliance with Marcus Antonius and Marcus Lepidus leading to the second triumvirate. The first actions by the members were to kill the great speaker and writer Cicero along with other senators and traitors. The next move was to avenge the murders of Julius Caesar mainly Brutus and Cassius. They defeated and killed Brutus and Cassius at the battle of Philippi in Macedonia in 42 B.C. The Second Triumvirate were now dominant in the republic, but this did not last very long. Next person who fell into Octavians list was Marcus Lep idus and Antony. Marcus Lepidus tried to overthrow Octavian, but failed and was stripped of his title. Octavian confined Lepidus to house arrest and Lepidus later died. This event has left Antony and Octavian to divide the whole empire which was under the control of the senate. Octavian assumed control of the Roman forces in the West and Antony controlled the Roman forces in the East. Inevitably, the battle for control of the whole empire between Octavian and Marcus Antonius was ensured. This battle would have become the largest civil war Rome had ever seen. Marcus Antonius was supported by the pharaoh of Egypt, Cleopatra as they prepared to land their forces and navy at the battle of Actium on September 2, 31 BC in an attempt to overthrow Octavian. The naval forces of Octavian, commanded by the General Agrippa, came to be victorious. The Battle of Actium is thought of as one of the most decisive battles ever fought because it established Octavians position as master of the entire G reco-Roman world .Octavian now had the funds from the conquest of Egypt to pay his army and he also had increased the size of his own army due to the defection of Antonius; army to his side. Octavian was now the sole commander of Rome and returned to Rome in victory.   The creation of a new image was a crucial step to change Octavian to Augustus, who had committed some violent acts as a Triumvir and held power illegally. At the heart of this position in the state was laying the army. It had been a major player in the chaotic events of the Late Republic and it had carried Augustus to power. Concern for its proper maintenance and for the effective channelling of its loyalties was therefore one of the chief goals of the Augustan settlement. In achieving these goals, Augustuss actions were a rousing success, since the army was tamed as a force in imperial politics for the better part of a century. This proved that Augustus was triumvir and his participation in the butchery, has led many to think that this man would seemingly stop at nothing to achieve lasting political primacy. But, we have the seemingly seen that this man had become benevolent monarch which was seen as latter part of his reign, as he was hailed as pater patriae (father of the fatherland) in 2 BCE. We have the man from a very provincial Italian background who rose to control Rome, who passed a range of conservative laws on marriage and the procreation of the governing classes, yet who was also the man whom, as Suetonius reports Not even his friends could deny that he often committed adultery  [1]  . These dichotomies pivot around the 27 BCE. Octavian the evil triumvir was replaced by Augustus, the benevolent leader of the (restored) Republic who ruled with universal consent His rule was pre-destined and was viewed favourably by the Gods. He had a divine ancestry and all Roman history had been leading up to the new Golden Age of peace, prosperity, piety, morality and justice which he ushered in. The image of Augustus changed significantly throughout his life. He started off as little more than the son of Caesar and he came to earn the respect and faith of his nation. He manipulated his image over the course of his life in order to be that which the people needed in order to believe in the future of Rome and a time or peace instead of civil war. He avoided the arrogant flaws of his father in favour of maintain the friendship of the senate but ended up just as powerful as the dictator. As a long-term ruler, he established a new system of government that managed the image of his rule as part of strategy for success. Augustus must have been one of the single most successful manipulators of his own image as he stands as comparison to the spin-doctors of the modern political scene. He was a conservative father figure, shepherding the nation into a new golden age and a propagandist. Most of his rule was based on by creating, by design, and by trial and error which created a new system of government and as well as a new governing regime. Even though his power through Brutal force, yet one would claim his rule came with a universal consent.

Should there be limits on new drivers? :: essays research papers

There have been many debates on whether or not there’s should be limits oppose to new drivers. New drivers tend to get a little out of hand when first driving. I believe that there should be limits on new drivers. Although this is my point of view, others have an opposite view. One reason is that many teens depend on driving these days. This is the time they begin to depend on their parents for rides, which can become an inconvenience to them. Also if there was a limit then teens would be limited to where and when they can go out, or with whom they go out with. In fact, no one is the perfect driver when they start out. With limitations a teen will gain more experience along with responsibility while behind the wheel. A new driver will be more careful with limitations against the license then a person without limitation. The reason why is because the teen will have something to work towards to get more privileges. Not all things are always handed to anyone. You have to earn it by proving that you can handle more responsibilities, like driving. New drivers at the age of sixteen tend to take driving for granted rather then as a privilege. With limitations on young new drivers it will help them have a clear mind while driving. A sixteen year old with other peers in the car, music pumped up, and so forth tend to get distracted easily. With such distraction it may cause the new sixteen-year-old driver to have a better judgment while driving. In conclusion, the controversial for limitations on new young drivers are very high these days. New young drivers want the same privilege as an older driver. It is common for young drivers to make mistakes as well as

Death at the Abattoir :: Slaughtering Pigs Personal Narrative Papers

Death at the Abattoir The first time Professor Marx mentioned that we would be given the opportunity to witness a pig slaughtering, I immediately decided that I would do it. I chose the Abattoir because I wanted to be informed about the process. As I walked down the path to the Abattoir I tried not to think about what I was about to witness. After passing through the huge metal doors, stepping in the soap water to disinfect the bottom of my shoes, putting on the hair net, the apron, and hard hat, I felt like I was about to walk on to the production floor of a large factory. The room was an obsessive-compulsive person’s paradise. Everything was spotless and in top condition. On the ceiling were a series of wheels on rails that connected to hooks, which moved the pigs from station to station. Other than an assortment of carts, a monstrous machine in one corner, four butchers, and an inspector, the room seemed empty. The pigs were kept outside the abattoir in a little pen area. The eldest butcher opened the door, and the first pig hobbled in on its arthritis-crippled legs to the first stage. The pig did not seem to have any idea what was going on as the butchers attached a chain to one of its hind legs. The pig was hoisted upside down, and the butcher punctured a gaping hole at the bottom of the pig’s throat. Blood immediately started gushing out. The pig barely struggled as its waning heart pumped out its blood onto the cement floor below. After the pig died, they moved it into a vat of steaming hot water for about ten minutes to help loosen the hair from its skin. The carcass was then shifted onto a giant contraption which removes most of the hair from the now lifeless body of the pig. The machine is a giant metal basket that literally shakes the hair from the pig. As the pig violently rolled over and over, it resembled a hamster whose wheel had not stopped turning after it died. I was taking a few steps back to escape the hair that was flying off the pig, when my finger brushed against burning hot metal. I looked down and saw a small tub of hot water that I later observed the butchers used to sanitize their knives in between slaughters.

Vectors And Projectiles :: Free Essays

Vectors And Projectiles After successfully completing the first two videos of the Paul Hewitt series, I have been drawn to this course. The third video of the series reviews the concepts of vectors and projectiles. In this video Paul goes over a lot of previously stated formulas. The ideas of how fast or hoe far an object travels are restated. The idea of how fast an object travels is known as its velocity. The velocity is found by finding how far an object travels over a period of time. It may be easier to multiply the pull of gravity, which in a free falling object is ten meters per second accelerating, by the seconds the object remains it the air. The product will result in how fast the object was traveling. The idea of how far an object travels is known as the distance. The distance can be found by multiplying the amount of time an object is in the air by itself and then multiplying the results by five. For example, a rock dropped off a cliff takes five seconds to strike bottom. Multiply five times itself and then by five. The rock was dropped from 125 meters high. My favorite part of this video was when Paul explained about a time he went on a church trip hang gliding. The purpose of the story was to get a point across about dropping a rock off a cliff and being able to determine the distance to the bottom. The humor in this helped me grasp the concept of time. The humor was he dropped the rock and it rolled down because there was not a straight drop. The point he was trying to get was to throw the rock. Not to throw it up or down, but to throw it straight and it would strike the bottom at the same time as it would on a free fall.

Religion S Function

Freud had many views on the function on why we, as humans, make a big part Of our lives connected to religion. One reason he gives is because humans need a defense for the nature for which we cannot control. Freud believes that nature is cruel. Since we have absolutely no power over it, he believes we need protection, which would be the higher power. An example of this would be a natural disaster. This would include Hurricane Strain. Since people came together to help the victims of this uncontrollable event, one might say that there must be an explanation to why this horrible event happened.The explanation would be that God (or another higher power) has caused it so people would band together to help one another. I believe Freud is right when he says that religion defends against the cruel aspects of nature. People do come together when bad things happen and I believe that they think there must be an explanation for it and that's why they re there to help. Without religion, they may not see the benefit in helping others. On the other had, do not believe that nature is entirely cruel. Nature also provides us with things that are essential to our survival.These things would include rain for our crops, sunlight for our bodies, and even the trees that provide us with oxygen. If nature were entirely cruel, it wouldn't have done this. Another view that Freud had on the purpose of religion is to abject humans to live in a civilization. He believes that individual humans are a direct threat to civilizations, but humans as a whole consider it to be a benefit. To make a civilization work, there must be a leader recognized by the mass part of it. This leader pressures people to follow the rules, laws and other institutions.This leader would be the higher power. The rest, thus keeping the custom of the civilization going, adopted this coercion to the things civilians must follow. An example of this would be baptisms. Basically everyone in the Christian church has gotten b aptized, but why? This rite of passage into any Christian church has been used since the beginning of its existence. The reason is because people have a learned feeling that if they don't or don't have their child baptized, salvation cannot be achieved. Of course, people were not born with this idea, but rather coerced into believing it.The function of baptisms are to give people the feeling of safety and also that they are involved in civilization. This â€Å"rule† of Christian civilization is the reason that millions of people are baptized and will continue to be. Freud is definitely right with this belief. Believe this because my family is a perfect example of this. I was baptized in the Catholic Church when I was a baby, yet I never go to church. My parents fell into the civilization rule made by the leader that is religion. They were brought up to believe the same belief that millions around the world believe-that it would bring salvation.I will probably do the same to m y kids one day, since I now deem it as important A very important function of religion to Freud was that it made a moral code for humans to live by. This would include religious codes such as the Ten Commandments, the Noble Path of Buddha, the Five Pillars of Islam, or others. All of these represent a code that people should live by if they want to live a good life and be worthy enough for their higher power in the after life. Because of these codes, people don't kill one another, or other bad things for the civilization, but instead try to live a good life.This good life would include, according to these codes, giving to others, believing in their God, or praying. These rules that religion forces people to live by make for a better civilization, according to Freud. These rules apply directly to human civilization n the way hat they connect to the government laws in which people live by. An example of the application of the rules into the real world is that in most countries, it is illegal to kill someone. There are serious consequences for murder. The connection between the law of a country and the law of a religion show how much religion has influenced outside civilization.The moral code that was used for religious purposed which were followed by most, had been converted into the law used by many governments today. I believe Freud was right In saying that a large part of the function of religion is to provide a moral code for people. Without it, there could be the possibility that people would be allowed to run around killing left and right. Civilization wouldn't exist if this were true, because everyone would be dead. Although this is true, I also believe that even without the code, people would still find a way to maintain order. Onto think that chaos is only averted because of the moral codes, but because humans long for an orderly lifestyle. The drive for stable, maintained life styles is an evident characteristic of all humans. No one wants to be confus ed with his or her place in life all the time. It would cause psychological instability. One way or another, I believe that we would still have laws and regulations without religion. Peter Berger is another major thinker that had his own beliefs about the functions that religion has. One belief he had was that society shapes people.Babies are born as a blank slate of a person. With no beliefs, thoughts, or feelings on any subject in the world, they learn the things that surround them. The society that they are born into has already existed for years and it shapes the way the new person can live. This creates conformity. Berger also says that a process called objectification happens; this is when people grow up in a society where they take it for granted as the right way for living compared to other societies. A great example of this would be the terrorist attacks on 9/11.As Americans, we were stricken with fear and hostility towards the people who we believed to be evil and criminal . Our society we live in does not, under any circumstance, stand for such horrible attack against our beloved country. The terrorists didn't see it that way. The A-Qaeda found it to be the right thing to do. This directly shows objectification. Americans believed this act was of terror and were hurt deeply by it, while the terrorists didn't. The efferent backgrounds that we grew up in compared to what they grew up in explain the differences in behavior.Berger was correct with his belief on objectification, because it is clear that people from different societies act different then others. Everyone is born the same way -? with no knowledge of anything but to eat and sleep. The society in which we grow up in makes the person. Adding to this, I also believe that societies change with new generations. New generations don't only follow what their parents and grandparents did, but try to improve their life. This is shown by all the new technology We now live with. We always try to advance ourselves, but don't stray too far away from what we know.Another important belief that Berger had about the purpose of religion was that it helped humans give meanings to things. People can perceive of their own experiences in a meaningful way. This is very important because it makes chaotic things have its own significance. Without religion, in Burger's eyes, people would live with madness everywhere -? death, natural disasters and other tragedies. Berger uses the term cosmos, a notion of stability that links human experience to a divine order, offering a sense that our lives are tot mere combinations of random events but instead that our experiences are linked to some larger sacred plan.If a woman were to lose her sister to breast cancer, and then devote her life to raising money for research, she may vow that the death â€Å"meant something. † People give tragic accidents, like this one, a meaning. They reject the chaos nature of death by giving it a meaning that a divin e power created it for a reason. Susan G. Someone was the dying sister of Nancy G. Brinier, who then went on to create the Susan G. Someone for the Cure. It has since risen more then $2 billion in a fight against areas cancer. The terrible death of her sister made Brinier help decrease breast cancer mortality in the U.S. Stories like this are heard all over the world because religion helps them find meaning in horrible events such as death. I most definitely believe this is the case in humanity. Without religion, life would be depressing. People die every day. Without the thought that it was â€Å"all in God's plan†, I don't think people would have a reason to live. Why would anyone want to if everyone just died them with them themselves eventually joining them? There are many things that we give meaning to, that we need o give meaning to, in order to survive this hard life.

Generational conflicts Presentation

What do our companies do to deal with generational differences? 3. How important is it for organizations to have training and programs on generational conflicts? 4. Please share your experience about generational conflicts in the workplace that you have encountered in the past. How did you deal with it? Summarizing group discussions – Baby boomers – Seers – Years Adviser 1: Ron Also – a freelance writer, editor, and consultant, and a former reporter and editor for the Wall Street Journal. Bosses have to get used to spending more time with their young workers. The investment should pay off in improved morale, productivity, teamwork, and innovation.While Josh might prefer text messaging and e-mail, it is critical that he and Sarah meet face-to-face for more substantive conversations about workplace attitudes and expectations. Managers like Sarah also are finding that they need to show respect for Gene Years and encourage them even if they can't give Gene Yea rs what they want as fast as they want it. Advisor 2: Pamela Nicholson – president and COO of Enterprise Rent-A-Car, based in SST. Louis. As a large employer of college graduates, Enterprise has taken steps to address these kinds of issues, in two important ways: training and feedback. Advisor 3: Jim Miller – the executive vice president of sales and marketing at General Tool & Supply, a distributor based in Portland, Oregon.To work better together, Sarah and Josh both need to recalibrate their expectations. Sarah needs to take extra time to validate Josh's ideas and help him understand what it means to be a team player. For so many Years entering the workforce, the attitude is â€Å"I'll be a full-time freelancer, and work will be fun, fun, fun. Sarah needs to counteract that by being completely transparent with Josh about the level of performance required (a new idea needs to be fully researched) and the level of communication required (formal presentations rather t han hallway chats). For his part, Josh needs to figure out how to pitch his good ideas through established channels, within the established team framework.If he really needs to be a maverick, he can go off and start his own company, where he can follow his own business rules. Or, he can go to a different firm that has a maverick culture. Solutions to close the generation gap – Communicating information in multiple ways (oral and written, formal and informal) to address different generations' learning styles – Collaborative decision making (co-creation) – Training managers to handle generational differences – Recognizing that all generations want to be treated with respect (source: ASCII 2013) Wrap up – represented of each generation will say what they would do to deal with conflicts and improve performance Thank you for your active and constructive participation!