Counseling Essay Example | Topics and Well Written Essays - 750 words

Counseling - Essay Example Life has become so complex and difficult, many things affect our lives in drastic ways and in the recent past we have witnessed terrorizing events, which have changed our lives forever. Everybody needs help in coping with such events and bringing their lives back to normal. We can identify a troubled individual by some signs such as poor performance, excessive absences or tardiness, irritability, substance abuse, hyperactivity or isolated behavior and many others. These signs are not to be taken lightly; we should take action when we notice such signs in an individual, basically have a plan of action. Talk to the individual and ask him if he needs help, usually the troubled individual would not admit that he needs help but still refer him to a counselor. (Colorado State University Police Department) Comforting the troubled is not an easy job and requires a support group of people who can understand your situation and relate to it. These days we have such support groups that are open to all, here people with similar experiences share their stories and provide each other with comfort. During such troubled times it is welcoming to be surrounded by people and knowing that you at least have somebody to talk to. If we think about it in a religious manner than to comfort the troubled is a good thing, we all want to comfort our loved ones whether it is a friend or a family member. If you are a Christian, the Church provides you with a lot of support and advice. If takes your mind off the troubled event and diverts you to the path of God. In the olden days counseling was only done by the religious heads but today, we have professional who are experts in this field. Their job is to listen to you and provide you with options, which can help solve the problem. These people are called counselors. They are paid to listen to you. Apart from going to a counselor, it is always helpful to have a close tightly knit group of friends and family members, these people can help get over the troubled thoughts more quickly and easily. Troubling the comfortable is totally opposite to comforting the troubled. This literally means to irritate and confuse people who are content with their lives and do not have any worries that according to them may be serious. Many people in our world have no concern for other people and although they live their life without interfering in other, they should show a concern for other people and their requirements. This feeling should exist among all human beings as part of humanity. We live our lives with everything we wish for, while there are millions who cannot afford one meal. In this sense they are the comfortable and they need to be troubled by asking them to help the people who cannot afford one meal or to feed their children so that they sleep on a full stomach. Counseling for this part of statement, troubling the comfortable is to make people aware of these situations and get them to express their humanity; to get people to perform good acts for the benefit of mankind. Bibliography 1. Dealing with Troubled People, Colorado State University Police Department, http://publicsafety.colostate.edu/Disruptive%20Behavior.pdf 2. What Is Counseling The Counseling Center,

The Use Of Technology To Improve Mathematics Education Essay

The Use Of Technology To Improve Mathematics Education Essay This project is based on the use of technology to improve mathematics in secondary schools of Mauritius. It discusses about the various theories associated in the application of new means of communication and teaching-learning mathematics, as well as the available technological tools and their applications. After much research work, this project has been successfully completed and applied on a sample of Lower six students. PURPOSE OF THE STUDY Mathematics is a very important subject at the primary and secondary educational level. The subject finds its own place in all sciences, accountability, economics and technology. To be able to understand concepts or application of statistics in the latter subjects, a good foundation in mathematics is highly recommended. Also, after completion of secondary education, a student is required to give evidence of a good analytical and numeracy skill through his/her mathematics results so as to qualify for a seat for most of the field of the tertiary education locally or overseas. Consequently, teachers and the school administration should leave no stone unturned in creating an efficient teaching-learning environment and incentives for their students. THE PROBLEM Mathematics is a subject which has been regarded as being very difficult by many students and parents. This stereotype way of thinking has acted as a demotivating factor and has lead to a downfall in the performance of students in mathematics, especially in upper secondary classes (Form 4 Upper 6). Many students take the subject as a burden since it is a compulsory subject to their study stream. Hence, Mathematics, including Additional Mathematics, is neglected resulting in homework undone or uncompleted and poor performance in assessments and exams. JUSTIFICATION OF THE STUDY At the start of every academic year, lots of problem are faced by teachers and school administration to convince students and explain to them the importance of mathematics in their subject combination for Lower Six. Also, after the first few weeks of following Additional Mathematics classes, many students wish to drop the subject, but since the subject is mandatory for science, economics and technology streams, students find no alternative. This situation arises because students are being exposed to more abstract mathematics than the basic. As a solution to this mathematics crisis, efforts have to be done to develop the educational psychology and mathematical pedagogy. Technology is the tools or the ways used by individuals to improve the standard of living or comfort of living in their civilization. The youngsters of this era are highly and easily fascinated by technology. In other words, it can be said that it is the fashion of technology; consequently, technology can be more easily used as a teaching-learning tools to achieve educational goals. SIGNIFICANCE OF THE STUDY The use of technology in teaching mathematics will attract students towards liking the subject, thus motivating them to work harder, get a clearer understanding of concepts, develop their reflex, logical thinking and problem-solving skills, and improve their performance as a whole in the subject. LIMITATION OF THE STUDY Despite all the theories and technological tools existing, it is very depressing that due to limiting resources, materials and finance in our educational system, it is very difficult to apply all instantaneously. Also, though technology is reaching the society very fast, there are still families who cannot afford to provide their children with all technological facilities. Therefore, children from such families would feel very underprivileged if technology is fully applied to teaching and learning. For instance, these children will be deprived if any computer-based or internet-based homework is given. SUMMARY OF THE CHAPTERS (Yet to be written) CHAPTE TWO LITERATURE REVIEW PSYCHOLOGY AND PEDAGOGY IN MATHEMATICS EDUCATION Piaget and the learning of Mathematics Jean Piaget (1896 1980) was a Swiss developmental psychologist and philosopher known for his epistemological studies with children. He placed great importance on the education of children. Piagets theory is a theory of intellectual development rather than a theory of learning, teaching, instruction or curriculum in general or with respect to mathematics in particular. But much writing and many investigations have been directed toward hypothesized implications of Piagets theory for mathematics learning, teaching and instruction, for the nature and sequence of curricular content, and for classroom structure, organization and management. Also, concerns have been expressed regarding ways in which Piagets theory has been applied to different aspects of education and mathematics. Very often it has been suggested that certain Piagetian tasks (conservation tasks, for instance) provide a good basis for determining students willingness for learning one aspect or another of school mathematics. But Hiebert and Carpenter (1982) have indicated that the available research evidence suggests that Piagetian tasks are not useful willingness measures. The hypothesis was that Piagetian tasks can be used to identify children who would be unable to benefit from instruction in mathematics, but all the available evidence clearly suggested that the hypothesis was null. Instead, many children who fail Piagetian tasks are able to learn mathematical concepts and skills. Kirby and Biggs (1980) indicated that Cognition returned to psychology in the 1960s and flourished in the 1970s, permeating most areas of psychology. Its metaphor, information processing, became dominant in that discipline. More directly to the point, Groen and Kieran (1983) pointed out that A few years ago, research on childrens mathematics was dominated by Piaget. To many in the field, the task was to extend Piagets theory or reinterpret it. Information-processing theory, broadly conceived, has replaced the Piagetian framework as a broad explanatory model. The significance of information-processing theory in cognitive development has grown concurrently with a retreat from the Piagetian framework. Within the present-day context of cognitive science, emphasis is placed upon understanding and comprehension. The learning of mathematics and research associated with such learning is more and more commonly being described or explained in relation to a system that includes provision for the intake of information, for its compilation within a working memory, and for interaction with other information stored within and retrieved from a long-term memory. Latest research associated with the learning of mathematics is much more likely to focus upon individuals than upon groups. It looks beyond observable performance related to behavioral objectives for its data base. Romberg and Carpenter (in press) have indicated that internal cognitive processes are acknowledged. Rational task analysis, which is based on a logical analysis by experts, has evolved to empirical task analysis, which focuses on what children actually do when they solve mathematics problems. Some of this doing may be observable in a students explicit actions, but much of the doing may be not only terms of a students observable but self-reportable thinking. The term metacognition refers to a persons awareness of and sensitivity to her or his own thought processes, and includes the ability to monitor and control such processes to some degree. There is growing evidence that learning associated with problem solving is facilitated or enhanced by a students increased awareness of metacognitive aspects of the problem-solving process. Also, there is evidence that some of the differences between expert and novice problem solvers may be attributed to differences in metacognitive skills. Romberg and Carpenter (in press) believe that We currently know a great deal more about how children learn mathematics than we know about how to apply this knowledge to mathematics instruction. Research is clearly needed to explore how knowledge of childrens learning of mathematics can be applied to the design of instruction. Furthermore, Although the emphasis in research on learning has changed dramatically in the last 15 years, the connection between theories of instruction and theories of learning remains an issue. Cognitive Guided Instruction Cognitively Guided Instruction is a professional development program based on an integrated program of research on the development of students mathematical thinking; instruction that influences that development; teachers knowledge and beliefs that influence their instructional practice; the way that teachers knowledge, beliefs, and practices are influenced by their understanding of students mathematical thinking. CGI is an approach to teaching mathematics rather than a curriculum program. At the core of this approach is the practice of listening to childrens mathematical thinking and using it as a basis for instruction. Research based frameworks of childrens thinking in the domains of addition and subtraction, multiplication and division, base-ten concepts, multi-digit operations, algebra, geometry and fractions provide guidance to teachers about listening to their students. Case studies of teachers using CGI have shown the most accomplished teachers use a variety of practices to extend childrens mathematical thinking. It is a belief of CGI that there is no one way to implement the approach and that teachers professional judgment is central to making decisions about how to use information about childrens thinking. The research foundation on childrens mathematical thinking upon which CGI is based shows that children are able to solve problems without direct instruction by drawing upon informal knowledge of everyday situations. For example, a study of kindergarten children (Carpenter, et al., 1993) showed that young children can solve problems involving what are normally considered advanced mathematics such as multiplication, division, and multistep problems, by using direct modeling. Direct modeling is an approach to problem solving in which the child, in the absence of more sophisticated knowledge of mathematics, constructs a solution to a story problem by modeling the action or structure. The motivation for learning Another crucial assumption regarding the nature of the learner concerns the level and source of motivation for learning. According to Von Glasersfeld (1989) sustaining motivation to learn is strongly dependent on the learners confidence in his or her potential for learning. These feelings of competence and belief in potential to solve new problems are derived from first-hand experience of mastery of problems in the past and are much more powerful than any external acknowledgment and motivation. This links up with Vygotskys zone of proximal development, where learners are challenged within close proximity to their current level of development. By experiencing the successful completion of challenging tasks, learners gain confidence and motivation to embark on more complex challenges. EDUCATIONAL TECHNOLOGY The term educational technology is often associated with, and includes, instructional theory and learning theory. Educational technology, also known as e-learning, instructional technology and learning technology, is the use of technology to support the learning process. It is an innovative way to design, deliver, facilitate, and manage instruction for learners of all ages, whether it is face-to-face in a classroom, online, or a combination of methods. While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability. It includes, but is not limited to, software, hardware, as well as internet applications and activities. Although technology is widely used in the administration, management of education and in research, educational technology is only concerned with the impact of technology on the learning process. In other words, technology is used as a tool or su pport to deliver learning materials, to facilitate communication and to provide assessment and feedback. In this present information age, the demand for knowledge is growing at a very fast rate leading to the emergence of e-learning at a much higher pace. Some of the various types of technologies which can be used in todays traditional classrooms are: Computer With a computer in the classroom, a teacher would be able to demonstrate a new lesson, present new material, illustrate how to use new programs, and show new websites. Class website In todays society, children know how to use the computer and navigate their way through a website. Therefore, a class web page is an easy way to display students work. Once a web page is designed, the teacher can post homework assignments or other student works. Class blogs and wikis Blogs allow students to maintain a running dialogue, such as a journal, thoughts, ideas, and assignments. They also provide for student comment and reflection. Wikis are more group focused to allow multiple members of the group to edit a single document and create a truly collaborative and carefully edited finished product. Wireless classroom microphones Noisy classrooms are a daily occurrence, and with the help of microphones, students are able to hear their teachers more clearly. Children learn better when they hear the teacher clearly. The benefit for teachers is that they no longer lose their voices at the end of the day. Mobile devices Mobile devices such as clickers or smartphone can be used to enhance the experience in the classroom by providing the possibility for professors to get feedback. SmartBoards An interactive whiteboard provides touch control of computer applications. These enhance the experience in the classroom by showing anything that can be on a computer screen. This not only aids in visual learning, but it is also interactive, that is, students can draw, write, or manipulate images on the SmartBoard. Online media Streamed video websites can be utilized to enhance a classroom lesson, for instance, United Streaming, Teacher Tube, etc. Podcasts Podcasting is a relatively new invention that allows anybody to publish files to the Internet where individuals can subscribe and receive new files from people by a subscription. The primary benefit of podcasting for educators is quite simple. It enables teachers to reach students through a medium that is both the new style of todays youngsters, as well as a part of their daily lives. For a technology that only requires a computer, microphone and internet connection, podcasting has the capacity of advancing a students education beyond the classroom. When students listen to the podcasts of other students as well as their own, they can quickly demonstrate their capacities to identify and define quality and develop their creativity. This can be a great tool for learning and developing literacy inside and outside the classroom. Podcasting can help sharpen students vocabulary, writing, editing, public speaking, and presentation skills. Students will also learn skills that will be valuable in the working world, such as communication, time management, and problem-solving. There are many other tools being utilized depending on the local school board and funds available. These may include digital cameras, video cameras, document cameras, or LCD projectors. EDUCATIONAL LEADERSHIP Educational leadership, also known as school leadership, is the process of enlisting and guiding the talents and energies of teachers, pupils, and parents toward achieving common educational aims. Educational leadership came into attention in the late 20th century since demands were made on schools for higher levels of pupil achievement, and schools were expected to improve and reform. These expectations were accompanied by calls for accountability at the school level. The concept of leadership was favored because it conveys dynamism and proactivity. The school head is commonly thought to be the school leader. However, school leadership may include other persons, such as members of a formal leadership team and other persons who contribute toward the aims of the school. CHAPTER THREE RESEARCH AND METHODOLOGY THE MAURITIAN EDUCATIONAL SYSTEM BRIEF HISTORY The education system in Mauritius, prototyped after the British model, has improved greatly since independence. After the country became independent in 1968, education became one of the main preoccupations of the Mauritian Government to meet the new challenges awaiting the country. New dimensions have been added to education, which have gradually democratized the whole system. The government made an effort to provide adequate funding for education, occasionally straining tight budgets. Considerable investment of resources, both human and material, has been put into the Education sector and impressive progress has been achieved in terms of free and universal education. Since 1976, education has been free for all and from the year 1991, education has become compulsory for both boys and girls. As from the year 2005, with the introduction of 11-year schooling, education has been free at all levels and compulsory for all up to the age of 16. STRUCTURE From Primary school onwards, education has been structured in a 6-5-2 system, whereby a child follows a minimum of 6 years free and compulsory Primary Schooling leading to a Certificate of Primary Education (CPE). This is followed by a minimum of 5 years Secondary Schooling which is free and, compulsory until the age of 16. This 5 years schooling leads the pupil to a School Certificate (SC) or General Certificate of Education (GCE) Ordinary Level, which henceforth enables him to pursue another 2 years schooling leading to a Higher School Certificate Advanced Level (HSC), which is the key towards Tertiary Education, either locally or overseas. Students who fail to attain a CPE are admitted to pre-vocational schools set up specially by the government to enable them to learn only basic subjects such as Mathematics, English and French, and some skilled works such as plumbing, electrical, handicrafts, art and painting, agriculture, etc. MASTER PLANS Today the education sector is being marked by a series of reforms based on innovation and creativity from pre-primary to tertiary level. The reforms are aligned on developments worldwide and they focus on empowering the Mauritian child to face the challenges of the new millennium and to use information and technological tools available. One of the main components of the reforms is the National Curriculum Framework for primary and secondary education. It brings about an all-around development of the individual, hence allowing him to lead a balanced, active and productive lifestyle together with an understanding of the biological, physical and technological world. Education would also make the child conscious of the notions of equity and social justice. As concerns secondary and tertiary education, innovations brought are mainly designed to enable schools and institutions to respond effectively to local, national and international priorities. Further, the new reforms 2010 aim to meet individual learning needs of all students, provide a strong foundation for lifelong learning and instill in all learners the skill they need to adapt to an ever-changing world. The curriculum framework for secondary education is based on the need to engage students in meaningful and integrated learning experiences. Sustainable development, citizenship, developing and maintaining a culture of peace and coping with stress are elements that will cut across the learning process. The curriculum base programme at the secondary level has been broadened with emphasis on the teaching of science and technology to those not intending to take science as their field of study in higher classes. General Science will become compulsory till Form V for students not opting for a pure science subject in view of the increasingly important role of science. Changes at the secondary level also comprise the vocationalization of the curriculum through the introduction of new subjects like Travel and Tourism, Physical Education, Marine Science and Environmental Management and the pedagogy will be reinforced by the use of ICT and multimedia. The inclusion of extra and co-curricular activities for all in secondary schools is also proposed by the Ministry of Education, Culture and Human Resources. Thus students will have activity time during which they can choose from a range of co-curricular activities. These activities include arts and crafts, computing, debating, drama, dance, music, singing and a wide range of physical activities. Students at the end of Form III will be initially assessed at national level in literacy in English and French, Numeracy, ICT and Social Studies, leading to a National Certificate of Achievement. This certificate will provide a statement of the level achieved by each student in these core competencies. The new secondary education curriculum has been developed by keeping in view the following key characteristics: Holistic Flexible Contextually relevant Promoting global awareness Integrated with other disciplines Acceptable to the community Thematic / Spiral in approach Fair to the learner Despite the fact that major innovations have been introduced into the system, there are still a number of challenges that need to be faced and overcome as a complement to the reforms undertaken. Today, the major challenge is the reorganization of the secondary education to ensure the fostering and development of the skills and knowledge required for socio-economic growth. TECHNOLOGY DEVELOPMENT Since the year 1991, all state schools have been equipped with a television set and VCR player so that educators could make the most of the tools in the process of teaching and learning, by providing more visual support. Lately, the VCR players have been replaced by DVD players and schools have been provided computers and projectors. For the past 5 years, most schools even have internet connection to enable teachers to do their research work in preparation of their lessons. Also, students are allowed to use internet in school libraries to improve their research skills. However, only 33% of secondary schools in Mauritius have ADSL connection and others are still using the dial-up connection. In 2009, the Ministry of Education launched the EDU-WEB project. This project enables live broadcast and interactive session in real time between the Minister and senior officials and heads of both primary and secondary schools and the education staff. Furthermore, two State Secondary schools have been equipped with Interactive Whiteboards by the Ministry of Education on a pilot base. Subsequently, the government, in collaboration with the Sankorà © Project, is coming with the setting up of at least one Interactive Whiteboard in each of its primary and secondary schools by the end of this year. The Sankorà © Digital Education for all in Africa programme is part of the French contribution to the Franco-British partnership designed to achieve the Millennium objectives in education in Africa. In its 2010 2015 programme, the Sankorà © project is providing digital classroom equipment, resource creation and sharing, professional and schoolmaster training. The equipments provided include computers, projectors and Interactive Whiteboards (IWB). AIMS OBJECTIVES PROCEDURES Synchronous and asynchronous Learner-centered environment ANALYSIS There is a growing body of evidence that young children invent or construct much of their own mathematical knowledge, and that they come to school with some well-developed, although understandably immature ways of dealing with various mathematical situations. We do not seem to take full advantage of childrens conceptions in our programs of mathematics teaching and instruction. ANALYSIS AND FINDINGS VISION STATEMENT MISSION STATEMENT SURVEYS QUESTIONNAIRES SURVEY RESULTS EFFECTIVE TEACHING AND LEARNING CONCLUSION AND RECOMMENDATIONS EMPHASIS ON TECHNOLOGY EDUCATION The ultimate objective of any educational enterprise is to improve student achievement so that individuals may fulfill their personal aspirations and become contributing members of society. This requires meaningful change in the way educators do their work. It requires new structures, new tools and new knowledge. But more than anything, the culture of the education system must change. And creating a culture of achievement throughout an education system requires a different mindset altogether. MOTIVATION AND COMMITMENT ON APPLYING TECHNOLOGY RECOMMENDATIONS Equipment Lab Internet LMC Training of teachers and students

The Oedipus Complex in Oedipus Rex Essay -- Sophocles Psychology Paper

The Oedipus Complex in Oedipus Rex Thousands of years after Sophocles wrote the story of Oedipus Rex; psychologists named a complex after the behavioral characteristics of Oedipus. For many years psychologists have called a son having a sexual attraction toward his mother the Oedipus Complex. It is common belief that Oedipus Rex did not actually suffer from the Oedipus Complex. The basic support for this theory can be found through Oedipus' inherent fear of the prophecy placed upon him, by the Oracle, actually coming true. Oedipus is told, by a member of the royal court, of the prophecy of the Oracle. The love for his mother and father, and the mere thought of the prophecy drives Oedipus into retreat. He fears that if he stays in Corinth, that the prophecy may come true. This is clearly one sign that Oedipus did not suffer from the Oedipus complex. The thought alone of doing such a thing as having sexual relations with his own mother drives Oedipus from Corinth, away from royalty, and the only life he has ever known. If Oedipus really did suffer from the complex, he w...

Brief In Support Of Defendant’s Motion To Dismiss

On July 2, 2003, John John, the Plaintiff, resigned from his employment at the City of Weirton. Plaintiff declared that he experienced harassment from his colleagues and from the management while working at the City of Weirton. He cited several incidences such as a fellow employee pulling down his pants and shaking his buttocks at him and the frequent summons to the office of the manager for flimsy reasons such as the tardiness of another employee or another person’s absences or being written up for no valid reason at all.As a result, he was forced to resign from employment. Plaintiff alleged that the conduct he experienced from his employer and from his colleagues forced him to resign from his employment even though that was against his will. He filed this suit for wrongful termination. Plaintiff filed this suit at the Brooke County Circuit Court. II. Standard of LawUnder Rule 12 (b) of the West Virginia Civil Rules of Procedure Every defense, in law or fact, to a claim for r elief in any pleading, whether a claim, counterclaim, cross-claim, or third-party claim, shall be asserted in the responsive pleading thereto if one is required, except that the following defenses may at the option of the pleader be made by motion: (1) lack of jurisdiction over the subject matter, (2) lack of jurisdiction over the person, (3) improper venue, (4) insufficiency of process, (5) insufficiency of service of process, (6) failure to state a claim upon which relief can be granted, (7) failure to join a party under Rule 19.III. Argument a) The court should grant brief in support of motion to dismiss because the Brooke County Circuit Court is not the proper venue for this suit. The Supreme Court of Appeals of West Virginia has extensively answered the question of venue in a civil action in the United Bank, Inc. v. Blosser, No. 32691. Citing the  § 56-1-1 of the W. Va. Code, the Supreme Court of Appeals of West Virginia stated that: â€Å"a) Any civil action or other procee ding, except where it is otherwise specially provided, may hereafter be brought in the circuit court of any county: (1) Wherein any of the defendants may reside or the cause of action arose†¦Well-settled is the rule in statutory construction that when a statute is clear and unambiguous then there is no room for its interpretation. Its plain meaning should be accepted and applied without the need for interpretation. In this case, the cause of action arose in the Hancock County where the City of Weirton is located. It is there where the act of wrongful termination was committed. There could be no other venue for this wrongful termination suit except in the Hancock County. Venue relates not to jurisdiction but to trial.It touches convenience, not substance. However, the choice of venue for filing civil suits should not be left to the plaintiff’s whim and caprices. Facts such as judicial economy, proper administration of justice and the convenience of the parties must not be taken for granted since they are the reasons for which the rules of procedure and venue were formulated. In this case, since the City of Weirton is located at 200 Municipal Plaza, Weirton, West Virginia which is at Honcock County there could be no other venue except the Hancock County.B) Court should grant brief in support of Motion to Dismiss because the motion to dismiss on the ground of improper venue was timely filed pursuant to the doctrine enunciated in the case of Higgins v. Alpha Burnett (01-801) The Supreme Court of Arkansas in the case of Brenda Higgins v. Alpha Burnett, et al, Opinion delivered June 6, 2002, discussed the importance of filing the defense of improper venue at the earliest opportunity. That case involved an action for fraud and conversion filed against two defendants residing in Lonoke County. The suit was filed in Faulkner County Circuit Court.The defendants filed their answer which was generally in the nature of mere denials. They did not raise any affir mative defense of improper venue nor did they reserve the right to raise this defense. It was only after fourteen months that they filed their motion to dismiss raising as a defense improper venue. The trial court granted the motion and dismissed the suit. In reversing the trial court’s decision, the Supreme Court of Arkansas said that the defense of improper venue had been waived by the defendants when they failed to raise the same at the time they filed their responsive pleading.â€Å"Because appellees did not raise their valid defense of improper venue in the answer, or by motion filed prior to or simultaneously with the answer, we hold that the defense was waived; therefore, the case is reversed and remanded†¦Ã¢â‚¬  Ordinarily, the rules of civil procedure must be liberally construed. However, the provisions on period within which to raise certain defenses are strictly applied as they are deemed indispensable to the prevention of needless delays and they are necess ary to the speedy discharge of judicial business. In this case, the defendant has timely filed his defense of improper venue.The motion to dismiss should therefore be granted. IV. Conclusion For the foregoing reasons, defendant respectfully requests that this Court grants defendant’s motion to dismiss this suit for wrongful termination on the ground of improper venue. Following the W. Va. Code  § 56-1-1, the suit shall be filed in the county where the defendant resides or where the cause of action arose which is Hancock County where the City of Weirton is situated. CERTIFICATE OF SERVICE I hereby certify that the above Brief In Support of Defendant’s Motion to Dismiss was served upon the Plaintiff on August , 200 by mailing a true copy by certified mail to:

Patient Centred Care Essay

This essay will engage closely in exploring the case study provided during week one through four. It will deal with various issues such as the difference between type one and type two diabetes, outcomes of poorly managed blood sugar levels, the necessity of pain control during post-operative care for Josie, the implementation of Tanner’s model of clinical Judgement and lastly but not the least, a summary of Josie’s progress note. Diabetes and blood glucose control As Diabetes Mellitus is closely connected to the insufficient action of insulin in the body, the type one and two diabetic patients suffer mainly from managing their blood sugar levels (Crisp & Taylor, 2009. ). The widely known differences between the two diabetes are that type one diabetes display an inability of the pancreas to create insulin for the body as its cells producing insulin are destroyed. Type two diabetes do produce insulin, however due to the reduced production of the insulin by the pancreas, the body is unable or resistant to use the insulin appropriately and leads the body to face difficulties in maintaining homoeostatic balance. Further differences of type one and type two diabetes could be identified in managing the disease. It is essential for type one diabetic patient to be treated with an external source of insulin, however for type two diabetic patients the treatment could vary simply from controlling their diet and exercising, or injecting insulin into the body to control their blood sugar levels (Barnes, 2004). Poor function of insulin to control Glucose is the energy source that the cells feed on to survive, therefore poor management of the blood glucose will lead the cells to suffer from insufficient amount of energy to regulate the entire body (Australian Institute of Health and Welfare, 2008). Although the effects may not be immediately life threatening, conditions such as constant exhaustion or hypoglycaemia occurs when there is a low level of glucose in the blood. The patients at such circumstance will experience headaches, dizziness, hunger, seizures and fall into comas at extreme cases. Other outcomes may occur due to hyperglycaemia, when high blood glucose levels damage the small blood vessels. Blood vessels which supply energy to the cells become affected by the high glucose level which in return causes the blood to be toxic and the formation of blood clots (Zmuida, 2009). This will soon result the nerves and the cells to poorly function and trigger blurry vision, nerve damage, poor circulation, foot infections, cardiovascular complications, kidney infections in the long run. Importance of postoperative pain control One of the most important purpose to perform a postoperative pain assessment is to manage the risks the patient may face after the operation. By assessing the location, severity, type of pain and the temperature of the pain area, the patient is likely to have lower risks of developing an infection or a disease during recovery (Doherty, 2010). If pain control assessment is absent during a postoperative care for Josie Elliot, Elliot is likely to meet high levels of pain and stress in dealing with the pain. Such stress is likely to interfere with the other postoperative recovery exercises as it is predictable that Elliot will be physically tensed and unwilling. Furthermore, the consequences of not acknowledging the pain areas for Elliot, could lead to overlooking problems such as swelling or internal bleeding of the operated wrist. Although the problems may be small, they are likely to grow into serious matters such as haemorrhage and amputation. Therefore, for the patients to be less at a risk of becoming susceptible to complications- pain control is the stepping-stone to safety and be considered as a major priority of postoperative care. Tanner’s Clinical judgement: Noticing In this initial step of clinical judgement the nurse will focus in recognising the current situation of the patient. The nurse will seek to find future discomforts and problems that may occur during the care for the patient (Tanner, 2006). As for Elliot, who had an active life before being submitted into the hospital, the nurse should concentrate in understanding the patients psychological well being. Elliot being in such a contrasting environment to her daily life in the society, she could be expected to experience severe stress. For example, the nurse could initiating a casual conversation to assess any signs of depression or discomfort that Elliot may be experiencing. Through her voice, expression or gestures, the nurse will be able to notice conditions out of the ordinary. Another way to collect more informations about the patient may be communicating with the family members. Family members are the ones who will know the patient well enough to be concerned with the minor changes the patient shows. Such way of assessing the patient will help the nurse to accurately point out the changes occurring to the patient and gain deeper understandings of the patient conditions. Interpreting This phase is about digesting the collected information about the patient. For example, Analysing and interpreting the patient’s idea of his or her condition will allow the nurse to prioritise her tasks for the patients health care. Prioritising tasks will help the nurse to initiate the most argent care needed for the patient. This will decrease number of the patient’s risk factors and benefit the patient to be nearer to the risk free zone (Tanner, 2006). For further example, the nurse could interpret Elliot’s dull and restless behaviours, responses, moods and expressions as a sign of depression. Other objective data such as Elliot’s vitals signs could be interpreted into a certain warning for an occurrence of a diseases. After understanding these informations, the nurse could then prioritise the absorbed informations from the most severe issues to the least (Bradshaw & Lowenstein, 2010). In Elliot’s case it would first be the pain assessment on her fractured wrist and the vital signs to identify and tightly secure Elliot’s overall physical health which is crucial. The next will be followed by Elliot’s psychological assessment to ensure Elliot will not be harmed by depression. The last task on the list could be the patient shower to benefit Elliot to feel better and comfortable. However being at the end of the list does not indicate that this task is the least important. Responding This phase requires the nurse to be skilful in order to act out and perform the tasks set out in the previous phase of interpreting (Bradshaw ; Lowenstein, 2010). At this time of care, the nurse is expected to be insightful, with the attitudes of calmness and confidence to achieve successful outcome of the practice. For example, the nurse could systematically perform the interpreted and prioritized tasks on Elliot. During each task the nurse should explain the procedures being undertaken and communicate with the patient to be informative and clear. This will bring Elliot to be aware and be assured of the care being provided. This will help her to feel less confused or discomforted by knowing what is going on with her body while receiving the care. This step of clinical judgment will inform and educate the patient which is a crucial part of patient centered care. Reflecting Reflecting in tanner’s clinical judgment refers to having the knowledge to predict what is expected as an outcome of the care provided. There are two different aspects of reflection which are reflection-in-action and reflection-on-action. Reflection-in-action is when the nurse assesses the patient’s feedback or response in coping with the tasks and the care practiced on the patient. Reflection-on-action is how the nurse learns and gains further knowledge through the patients response to a particular nursing care (Bradshaw ; Lowenstein, 2010). During Elliot’s care, the nurse has given the medication to Elliot for pain relief. The nurse should observe and record Elliot’s responses to the medications. The first response the nurse will be looking for would be the complications occurring Elliot’s health due to the medication, such as a side effects or an allergic reaction. Secondly, the degree of effectiveness of the medication for Elliot to reduce the pain would also be analyzed. After Elliot’s responses have been assessed, the nurse should immediately make an effort to improve the status of the patient, and further promote patient centered care.