Implement Person Centred Approaches Essay Example for Free

Implement Person Centred Approaches Essay Outcome 1.1 Define person centred values Person centred care respects the values and uniqueness of individuals, helping them to get their independence back. And can be designed to enable individuals to direct their own care in ways suited to them, working with various healthcare professionals to reach set goals. Outcome 1.2 Explain why it is important to work in a way that embeds person centred values It is important as the person is treated as an individual and not labelled, allowing the individual to maintain their sense of being a person, Understanding their emotional needs and preferences, by doing this you help maintain the service users identity, independence and self esteem. Outcome 1.3 Explain why risk taking can be part of person centred approach Supporting service users to take risks to do what they have chosen is part of a person centred way of working. This can be done by speaking to individuals finding out their needs, also reading their care plan to see specific preferences an speaking to friends and relatives about the individuals background. Outcome 1.4 Explain how using and individual care plan contributes to working in a person’s centred way The individuals care plan is focused solely around the wants and needs of the individual, by following care plans you are fulfilling the individuals wants and needs, supporting them in a way that they or their family members desire. Looking at the individuals needs and building and plan around it, service users should be at the centre of their plans ensuring the right support is being provided. Read more: Describe how active participation benefits an individual essay Outcome 3.1 Explain the importance of establishing consent when providing care or support Consent is important as it makes the service user aware of what is going to  happen, actions that will be taken, and any implications. Consent protects both the service user and care giver against any legal challenges should any arise. Without consent you cannot continue with giving care. Outcome 3.3 Explain what steps to take if consent cannot be ready established If you cannot readily establish consent, it needs to be looked into, if the service user is refusing to co operate you then need to find out why, if there is a communication barrier looking at communication aids such as talking mats or sign language. If it is an emergency then consent is implied as there is nobody present to give consent it is assumed that consent would be given by the family or next of kin. Outcome 4.1 Describe how active participation benefits an individual Active participation contributes to improving health outcomes and quality of care, it empowers service users helping with confidence, self esteem and power to air their concerns and most importantly giving the service users choice, allowing them to feel included in every aspect of their care. Outcome 4.2 Identify possible barriers to active participation Poor communication Lack of attention Immobility Poor eyesight Chronic Pain Sad/Depressed Outcome 4.3 Demonstrate ways to reduce the barriers and encourage active participation Compliment Praise Encouragement Constructive feedback Outcome 5.3 Explain why worker’s personal views should not influence and individuals choices A worker’s own personal views are not fact and can be seen as discriminatory towards the individual or their choices this can give the individual a complex preventing them from progressing. Outcome 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others Encourage questions and listen, ensure the individual is aware of trust policies and procedures, the individual should also be aware of their own rights Outcome 6.1 Explain how individual identity and self esteem are linked with well being The links between the two can fragment personal identity such as lack of access to services which can reduce confidence and self esteem affecting the service users emotional health. Outcome 6.2 Describe attitudes and approaches that are likely to promote and individuals well being Treating each person as an individual is important as well as giving and maintaining dignity and respect for the individual’s culture and beliefs, giving realistic goals to meet encourages empowerment to gain self esteem and confidence, listening can help encourage and develop independence. Outcome 6.4 Demonstrate ways to contribute to an environment that promotes well being By encouraging inclusion to promote an individual’s well being such as Personal attitudes Participating and engaging in activities Aware of environment Own personal space

The Great Gatsby -The Valley of Ashes versus Toms House :: essays research papers

F. Scott Fitzgerald's The Great Gatsby is, at first sight, a novel about wealth, idealism, and social class. However it soon reveals its author’s true intensions and ideals. F. Scott Fitzgerald uses symbolism to produce immense emotion. He not only uses it on the characters but on the places and even objects found in the novel. Two example of symbolism and what they truly represent are, The Valley of Ashes and Tom and Daisy’s house. The Valley of Ashes was first introduced in Chapter II, its located between West Egg and New York City, it consists of a long stretch of desolate land created by the dumping of industrial ashes. It represents the moral and social decay that results from being part of the lower class, as the rich only worry for their pleasures. The Valley of Ashes also symbolizes the unfortunate conditions of the lower class, like George and Myrtle Wilson, who live among the dirty ashes and lose their durability as a result. In other words, The Valley of ashes can also be referred to as â€Å"the symbol of failure of the American dream†. Tom and Daisy’s house is a fairly large and well elaborated colonial mansion, located on East Egg, the rich and prestigious side where only the people who are â€Å"truly rich† live, not the ones that have made their fortunes themselves. Tom and Daisy’s house is spacious, just like their marriage, but it has nice furniture and antiques so that it appears to be comfortable and old fashioned, and anyone would assume that a happy family lives in it. Tom and Daisy, like the house, are not really happy, or in love, but they have all the right properties and conveniences to cover up the real situation, their huge marital problems. Fitzgerald’s description of Tom Buchanan’s huge house not only symbolizes his marriage but Tom and his values. The red and white colors in the mansion represent his personality. Red in this case is an example of impurity and boldness, while white represents Tom’s superiority towards others. This huge house represents nothing but Tom and Daisy’s marital problems and Tom’s arrogant attitude. This two places and its inhabitants at first glance appear to be very

Hot Cheetos

How flamin’ hot Cheetos affect the body The topic of my research project is â€Å"How Flamin’ Hot Cheetos affect the body†. There are many ways flamin’ hot Cheetos can affect your body. Basically my research explains ways that flamin’ hot Cheetos could possibly affect you, but not necessarily happen. Flamin’ hot Cheetos are categorized as any other junk food, but is said to be very addictive and can cause ulcers and inflammation in your body. Everyone loves flamin’ hot Cheetos right?But have we ever once stopped to wonder how Cheetos affect our body? Because children and teens have taken such a strong liking to the high-caloric snack, nutritionists and other health professionals are concerned about the unhealthy habit. One ounce of Flamin' Hot Cheetos — about 21 pieces — is about 160 calories, including 17 percent of the daily suggested serving for fat and 8 percent of serving for saturated fat. It also contains 250 mg â €” or 10 percent of the daily value — of sodium. That doesn't sound so bad.However, the snack often comes in bags that offer two or more serving sizes of Cheetos, which offer almost no dietary fiber or protein. The â€Å"new bigger size† bag of Flamin' Hot Cheetos contains 3 3/4 oz. , or nearly 680 calories, 44 grams of fat, and 40 percent of days recommended sodium, according to the package nutritional label. Hot Cheetos are very spicy and stain your lips and fingers red. The spice increases stomach acidity, so children get stomach aches, sometimes so terrible they're doubled over in pain.Because the spicy snack contains a lot of red food dye, it can turn the stools of people who eat large amounts of Cheetos red or orange. So even though we might eat some foods with red food dye in them regularly, our stool doesn't usually become discolored unless you eat huge amounts of it. Flamin' Hot Cheetos is one food that people will eat enormous amounts of and will see a ch ange in their stool color. On top of the artificial coloring and flavoring, some experts say the Cheetosare â€Å"hyperpalatable,† meaning they’re highly addictive.Additionally, scientists, researchers, and nutritionists all fear that, because it is a processed food, the â€Å"hyper-palatable† combination of the Flamin' Hot Cheetos' fat, salt, and spiciness could potentially make it hard for people to stop eating the snack. Some research suggests foods high in fat and salt trigger areas in the brain linked to addiction. Our brain is really hardwired to find things like fat and salt really rewarding and now we have foods that have them in such high levels that it can trigger an addictive process.Why do we crave fatty foods you ask? Many people choose fatty foods as comfort foods when bored, stressed or upset. Comfort eaters may reach for familiar fatty foods or foods that remind them of better times. Eating fatty foods may become a distraction from your problems. Fatty food cravings may be largely a matter of habit. People often experience food cravings because they're accustomed to eating certain types of food in certain situations or in response to certain emotional cues.If you have the habit of eating fatty foods, then when you get hungry you'll start to crave fatty foods out of habit. Kids are particularly susceptible because they are still developing, and some researchers are finding craving levels in Cheetos-lovers similar to those of people addicted to drugs. To tell patients to stop eating the snacks is almost like talking to smokers about quitting smoking. The patients really don't want to hear that. Flamin’ Hot Cheetos are being outlawed in some schools because they’re â€Å"highly addictive†.Hot Cheetos are bad because in the long run it can cause gastritis, inflammation of the stomach, it can cause ulcers. Some kids even ten or eleven years old have ulcers in their stomach because of this snack. Flamin' Hot Cheetos have an aura of danger which fuels their wild popularity  with kids. When it comes to addictiveness and poor nutritional quality, Flaming Hot Cheetos is your snack. I’m not saying Flamin’ Hot Cheetos is the worst snack ever, but it definitely isn’t the healthiest. A serving or two is okay every now and again, but don’t eat them every day.They affect your body more than you think. You might not see it now, but you will. I would recommend this snack to others to eat every once in a while, but I don’t think anyone should eat them all the time. The calories and salt in this snack is outrageous. Watch out because it is a delicious and addictive snack. It might make you a victim of its tricky and surprising addiction. How do flamin’ hot Cheetos affect the body? Sierra branch 1st period December 17, 2012 Work cited page www. cbsnews. com/†¦ flamin-hot-cheetos-under-fire-from-schools/ fox4kc. com/†¦ /report-flamin-hot-Cheetos-cau sing-some-panicked www. huffingtonpost. com/†¦ /flamin-hot-cheetos-banned-california www. girlslife. com/†¦ /Hands-off-Schools-ban-Flamin-Hot-Cheetos abcnews. go. com/†¦ /schools-take-aim-at-popular-flamin-hot-cheetos/ www. webpronews. com/flamin-hot-cheetos-banned-from-schools-20 www. gurl. com/2012/10/18/flamin-hot-cheetos-addictive/ www. businessinsider. com/flamin-hot-cheetos-2012-10 www. foodfacts. com/NutritionFacts/†¦ /Cheetos-Flamin-Hot

Definition and Examples of Information Content

In linguistics and information theory, the term information content refers to the amount of information conveyed by a particular unit of language in a particular context. An example of information content, suggests  Martin H.  Weik, is the meaning assigned to the data in a message (Communications Standard Dictionary, 1996). As Chalker and Weiner point out in the Oxford Dictionary of English Grammar (1994), The notion of information content is related to statistical probability. If a unit is totally predictable then, according to information theory, it is informationally redundant and its information content is nil. This is actually true of the to particle in most contexts (e.g. What are you going . . . do?). The concept of information content was first systematically examined in Information, Mechanism, and Meaning  (1969)  by British  physicist and information theorist  Donald M. MacKay. Greetings One of the essential functions of language is to enable members of a speech community to maintain social relations with one another, and greetings are a very straightforward way of doing this. Indeed, an appropriate social interchange may well consist entirely of greetings, without any communication of information content. (Bernard Comrie, On Explaining Language Universals. The New Psychology of Language: Cognitive and Functional Approaches to Language Structures, ed. by Michael Tomasello. Lawrence Erlbaum, 2003) Functionalism Functionalism . . . dates back to the early twentieth century and has its roots in the Prague School of Eastern Europe. [Functional frameworks] differ from the Chomskyan frameworks in emphasizing the information content of utterances, and in considering language primarily as a system of communication. . . . Approaches based on functional frameworks have dominated European study of SLA [Second Language Acquisition] and are widely followed elsewhere in the world. (Muriel Saville-Troike, Introducing Second Language Acquisition. Cambridge University Press, 2006) Propositions For our purposes here, the focus will be on declarative sentences such as (1) Socrates is talkative. Plainly, utterances of sentences of this type are a direct way of conveying information. We shall call such utterances statements and the information-content conveyed by them propositions. The proposition expressed by an utterance of (1) is (2) That Socrates is talkative. Provided the speaker is sincere and competent, her utterance of (1) could also be taken to express a belief with the content that Socrates is talkative. That belief then has exactly the same information content as the speakers statement: it represents Socrates as being in a certain way (namely, talkative). (Names, Descriptions, and Demonstratives. Philosophy of Language: The Central Topics, ed. by Susana Nuccetelli and Gary Seay. Rowman Littlefield, 2008) The Information Content of Childrens Speech [T]he linguistic utterances of very young children are limited in both length and information content (Piaget, 1955). Children whose sentences are limited to one to two words may request food, toys or other objects, attention, and help. They may also spontaneously note or name objects in their environment and ask or answer questions of who, what or where (Brown, 1980). The information content of these communications, however, is sparse and limited to actions experienced by both listener and speaker and to objects known to both. Usually, only one object or action is requested at a time. As linguistic lexicon and sentence length increase, so too does information content (Piaget, 1955). By four to five years, children may request explanations about causality, with the proverbial why questions. They may also describe their own actions verbally, give others brief instructions in sentence format, or describe objects with a series of words. Even at this stage, however, children have difficulty making themselves understood unless the actions, objects, and events are known to both speaker and hearer. . . . Not until the elementary school years of seven to nine can children fully describe events to listeners unfamiliar with them by incorporating large amounts of information in appropriately structured series of sentences. It is also at this time that children become capable of debating and absorbing factual knowledge transmitted by formal education or other non-experiential means. (Kathleen R. Gibson, Tool Use, Language and Social Behavior in Relationship to Information Processing Abilities. Tools, Language, and Cognition in Human Evolution, ed. by Kathleen R. Gibson and Tim Ingold. Cambridge University Press, 1993) Input-Output Models of Information Content Most any empirical belief . . . will be richer in information content than the experience that led to its acquisition--and this on any plausible account of the appropriate information measures. This is a consequence of the philosophical commonplace that the evidence a person has for an empirical belief rarely entails the belief. While we may come to believe that all armadillos are omnivorous by observing the eating habits of a fair sample of armadillos, the generalization is not implied by any number of propositions attributing various tastes to particular armadillos. In the case of mathematical or logical beliefs, it is rather harder to specify the relevant experiential input. But again it seems that on any appropriate measure of information content the information contained within our mathematical and logical beliefs outruns that contained in our total sensory history. (Stephen Stich, The Idea of Innateness. Collected Papers, Volume 1: Mind and Language, 1972-2010. Oxford University Press, 2011) Also  See MeaningCommunication  and  Communication ProcessConversational ImplicatureIllocutionary ForceLanguage Acquisition