A Review of Marxs Communist Manifesto free essay sample

Marx’s most relevant argument regarding this view of capitalism or being only for 10% of the population is when he say’s â€Å"According to this, bourgeois society ought long ago to have gone to the dogs through sheer idleness; for those of its members who work acquire nothing, and those who acquire anything do not work. † Marx believes that the working class should be rewarded more for the hard work they put in vs the rich who are wealthy and do not have to put in as much work. The strength I see in this argument is that you can see a lot of people who put in hard work however aren’t rewarded as such and capitalism promotes people to be greedy and want more. However sometimes people cannot tell the value of the hard work that is being put in. , and make bad choices like getting into to much debt and then blaming the rich and their bosses for their problems instead of being creative and thinking how they can become more productive. We will write a custom essay sample on A Review of Marxs Communist Manifesto or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . My personal opinion is this struggle of the classes will always continue because it is in human nature to want more therefore makes the argument that 10% of the population have all the wealth is weak. I feel that hard work should be rewarded in a society and taking private property away is not the way to solve the problem, because there are loopholes that can result in this view of communism in which work and rewards is split between people. The negative result would be some people may not work as hard as others and therefore don’t deserve the same amount of reward. For an economy to work properly reward for the level of work and value that is put in is essential, I truly feel that someone’s mind can prove how much they contribute to society and rewarded as such.

Gerardus Mercator

Gerardus Mercator Gerardus Mercator was a Flemish cartographer, philosopher, and geographer who is best known for his creation of the Mercator map projection. On the Mercator projection parallels of latitude and meridians of longitude are drawn as straight lines so that they are useful for navigation. Mercator was also known for his development of the term â€Å"atlas† for a collection of maps and his skill in calligraphy, engraving, publishing and making of scientific instruments (Monmonier 2004). In addition, Mercator had an interests in mathematics, astronomy, cosmography, terrestrial magnetism, history and theology (Monmonier 2004).   Today Mercator is mostly thought of as a cartographer and geographer and his map projection was used for hundreds of years as the quintessential way to depict the Earth. Many maps using the Mercator projection are still used in classrooms today, despite the development of newer, more accurate map projections. Early Life and Education Gerardus Mercator was born on March 5, 1512 in Rupelmond, County of Flanders (modern-day Belgium). His name at birth was Gerard de Cremer or de Kremer (Encyclopedia Britannica). Mercator is the Latin form of this name and means â€Å"merchant† (Wikipedia.org). Mercator grew up in the Duchy of Julich and was educated Hertogenbosch in the Netherlands where he received training in the Christian doctrine as well as Latin and other dialects.   In 1530 Mercator began studying at the Catholic University of Leuven in Belgium where he studied humanities and philosophy. He graduated with his master’s degree in 1532. Around this time Mercator began to have doubts about the religious aspect of his education because he could not combine what he was taught about the origin of the universe with that of Aristotle’s and other more scientific beliefs (Encyclopedia Britannica). After his two years away in Belgium for his master’s degree, Mercator returned to Leuven with an interest in philosophy and geography. At this time Mercator began studying with Gemma Frisius, a theoretical mathematician, physician and astronomer, and Gaspar a Myrica, an engraver and goldsmith. Mercator eventually mastered mathematics, geography and astronomy and his work, combined with that of Frisius and a Myrica made Leuven a center for the development of globes, maps and astronomical instruments (Encyclopedia Britannica). Professional Development By 1536 Mercator had proven himself as an excellent engraver, calligrapher, and instrument maker. From 1535-1536 he participated in a project to create a terrestrial globe and in 1537 he worked on a celestial globe. Most of Mercator’s work on the globes consisted of the labeling of features with italic lettering.   Throughout the 1530’s Mercator continued to develop into a skilled cartographer and the terrestrial and celestial globes helped to cement his reputation as the leading geographer of that century. In 1537 Mercator created a map of the Holy Land and in 1538 he made a map of the world on a double heart-shaped or cordiform projection (Encyclopedia Britannica). In 1540 Mercator designed a map of Flanders and published a manual on italic lettering called, Literarum Latinarum quas Italicas Cursoriasque Vocant Scribende Ratio.   In 1544 Mercator was arrested and charged with heresy because of his many absences from Leuven to work on his maps and his beliefs toward Protestantism (Encyclopedia Britannica). He was later released due to university support and he was allowed to continue pursuing his scientific studies and print and publish books. In 1552 Mercator moved to Duisburg in the Duchy of Cleve and assisted in the creation of a grammar school. Throughout the 1550’s Mercator also worked on genealogical research for Duke Wilhelm, wrote a Concordance of the Gospels, and compose several other works. In 1564 Mercator created a map of Lorraine and the British Isles. In the 1560’s Mercator began to develop and perfect his own map projection in an effort to help merchants and navigators more effectively plan a course over long distances by plotting it on straight lines. This projection became known as the Mercator projection and was used on his map of the world in 1569. Later Life and Death In 1569 and throughout the 1570’s Mercator began a series of publications to describe the creation of the world through maps. In 1569 he published a chronology of the world from Creation to 1568 (Encyclopedia Britannica). In 1578 he published another which consisted of 27 maps that were originally produced by Ptolemy. The next section was published in 1585 and consisted of newly created maps of France, Germany and the Netherlands. This section was followed by another in 1589 that included maps of Italy, â€Å"Sclavonia† (the present-day Balkans), and Greece (Encyclopedia Britannica).   Mercator died on December 2, 1594, but his son aided in the production of the final section of his father’s atlas in 1595. This section included maps of the British Isles. Mercator’s Legacy Following its final section being printed in 1595 Mercator’s atlas was reprinted in 1602 and again in 1606 when it was named the â€Å"Mercator-Hondius Atlas.† Mercator’s atlas was one of the first to include maps of the world’s development and it, along with his projection remain as significant contributions to the fields of geography and cartography. To learn more about Gerardus Mercator and his map projection, read Mark Monmonier’s Rhumb Lines and Map Wars: A Social History of the Mercator Projection.

Ethnography Essay Example | Topics and Well Written Essays - 2750 words

Ethnography - Essay Example Therefore, the degree to which there is a possibility of a researcher becoming a full participant within an experience is dependent partially on the features of the setting under observation. However, a number of ethnographers do not trust that understanding necessitates that they have to be full members of the group under study. In fact, the majority of them have the perception that this must not happen in instances where there is a need of producing a valid, as well as the useful report (Brewer 2000, p.119). These researchers suppose that the ethnographer must attempt being both outsider and insider, thereby remaining on the group's margins socially, as well as intellectually since there is a need for the view of both an outsider while also as an insider. Therefore, there is an emphasis that, apart from seeking to understand, the ethnographer should make an attempt at seeing familiar surrounding as anthropologically strange, the same way someone from another society would see it, t hereby adopting the Martian perspective.The initial yet most significant distinction amongst observational strategies is about the degree to which the observer happens to be a participant in the program activities under study. This is not an easy choice between participation, as well as nonparticipation. The degree of participation happens to be a continuum that varies from complete concentration in the program as a full participant to total separation from the activities under observation thereby assuming a role of a spectator.... of influential policymakers who are at the top, while generating latest analytic insights through the engagement of interactive, team study of often subtle grounds of human difference, along with similarity. Such findings give ethnographers the capability of informing other people of their findings while attempting to derive, for instance, policy decisions or instructional improvements from such a study (Brewer 2000, p.110). Variations within Observational Methods Observational research happens not to be a single thing; rather, the decision of employing field methods when gathering informational data happens to be the initial step within a decision process, which entails a vast number of options, as well as possibilities. When making a choice of employing field methods, this includes a commitment of getting close to the subject under observation with its natural setting, being factual and descriptive when reporting what gets observed, while, at the same time, finding out the viewpoin ts of participants within the domain observed. Once the researcher makes these basic commitments, it is essential to make more decisions concerning which specific observational approaches are suitable for the research setting at hand (Brewer 2000, p.114). Variation within Observer Involvement The initial yet most significant distinction amongst observational strategies is about the degree to which the observer happens to be a participant within the program activities under study. This is not an easy choice between participation, as well as nonparticipation. The degree of participation happens to be a continuum that varies from complete concentration in the program as a full participant to total separation from the activities under observation thereby assuming a role of a spectator. As a

HSBC Plc Essay Example | Topics and Well Written Essays - 2500 words

HSBC Plc - Essay Example rce capability, HSBC provides a comprehensive range of financial services: personal, commercial, corporate, investment and private banking; trade services; cash management; treasury and capital markets services; insurance; consumer and business finance; pension and investment and management; trustee services; and securities and custody services. financial services in 83 countries and territories. It provides its customers with a wide range of banking and other financial services, selected to complement its strategy in each market. Where HSBC enjoys large scale – or, in the case of emerging markets, where scale can be built – it offer a full range of personal financial products. In other markets, it participates more selectively, meeting the needs of customers with strong international connections. Sometimes it innovates and at other times, it relaunches some products as per the need of the market. HSBC has adopted a unified brand, using HSBC and its hexagon symbol nearly everywhere it operates, with the aim of enhancing recognition of the Group and its values by customers, shareholders and staff throughout the world. The branding initiative allowed HSBC to develop new services and products on a worldwide scale, all bearing the Group’s identity. Since 2002, the HSBC identity has carried the strap line â €˜the world’s local bank’ emphasising the Group’s experience and understanding of a great variety of markets and cultures. HSBC follows the Product Invention Strategy(Kotler,422) . This means that either it develops new products or reintroduces earlier product forms and promotion does not change. It could be diagramatically represented as follows: Managing for Growth Strategy: This strategy provides HSBC with a blueprint for organic growth and development. This strategy was launched in 2003 and would continue up to 2008. The plan aims at guiding the Group to achieve management’s vision to be the world’s leading financial services company. The company

Pricing the Product Assignment Example | Topics and Well Written Essays - 500 words

Pricing the Product - Assignment Example As the new products are set to the market for commercialization it would be recommended to utilize a pricing strategy which maximizes the current profits. The company should estimate the demand and costs associated with alternative prices and choose the price that produces maximum current profits, cash flow or rate of return on investment. In emphasizing current performance the company may sacrifice long-run performance by ignoring the effects of other marketing-mix variables, competitors’ reactions and legal constraints on price. However as the product matures in the market and if the company is pursuing to keep the product in the market, it would be recommended to utilize the market-skimming pricing strategy as a sufficient number of customers would have a high current demand and high price communicates the image of a superior product. Beside the high initial price (cost to market) will tend to discourage the competitors to compete in the same product quality

CASE STUDY DAILY CARE OF A TERM INFANT

CASE STUDY DAILY CARE OF A TERM INFANT The purpose of this case study is to discuss an episode of Normal Midwifery, which in this instance, will relate to the Daily Care of a Term Infant. The case study will highlight the episode of care in detail, evaluate the management of the babys Physical care and the womans Educational, Psychosocial needs with relevant evidence based support. The anonymity of mother and baby will be maintained in accordance with NMC (2008) and ESC 1 (NMC, 2007) and will be referred to as the woman and the baby through out the Case Study. Consent was also requested from the woman for herself and baby to be included in the Case Study in line with ESC 1 (NMC, 2007). BACKGROUND The woman was a 28 year old who was parity 1+0, had a spontaneous vaginal delivery of a baby girl with only Entonox as pain relief and was now 2nd day postnatal. The baby girl weighed 3288 grams with no complications after delivery and had APGAR scores of 8 at 1 minutes and 9 at 5 minutes. The woman had 40 minutes uninterrupted skin-to-skin with the baby after birth and decided to artificially feed rather than breast feed, although benefits of breast feeding were explained to the woman. The Student Midwife first met the woman during her Labour the previous day and was present at the birth. As the Student Midwife was working a day shift with her Mentor, it was requested that the Student Midwife carry out the Daily Examination of the baby in line with KCND (NHSQIS, 2009), while the Mentor observed. The initial examination and assessment of the baby was done at birth by the Mentor as suggested by Demott, Bick, Norman (2006) and included assessing the newborns physiological adaptation to extra-uterine life, colour, tone, breathing and heart rate according to Resuscitation Council (2006). The purpose of the Daily Examination there after is to monitor the progress of the baby and for early detection of deviation from the normal established at Initial Examination. These findings were documented in SWMR Baby Post Natal notes in line with NMC (2008) and KCND (NHSQIS, 2009). The Student Midwife before entering the womans room to commence examination familiarised herself with the womans Medical case / SWMR notes and babys SWMR notes, to review the medical history including: family history, maternal, antenatal and perinatal history, fetal and neonatal history so as to be prepared to assist with any concerns the woman may have regarding Physical, Educational or Social needs as recommended by KCND (NHSQIS, 2009). PHYSICAL The Student Midwife greeted the woman on entering the room and enquired how the woman was feeling. It was established that the woman was pain free and feeling fairly rested after labour the previous day. The Student Midwife then asked how the woman had found the baby overnight, regarding specifically feeding, sleeping pattern, passing urine meconium. The woman confirmed that the baby had been feeding approximately every 3 4 hours taking 30 mls each time, between feeds the baby was reported to have been settled and sleeping. It was also reported that the baby had been having wet nappies and one episode of a large amount of meconium being passed. It was important to establish that meconium had been passed within the first 24 hours as failure to do so may have indicated a gastrointestinal problem including Hirshsprungs disease. The woman was reassured that the passing of urine and meconium was important as this ensures that the renal and gastrointestinal systems are functioning normal ly. The information given was recorded in the babys SWMR notes following NMC (2008). It was then explained to the woman that the Student Midwife was going to examine the baby from head to toe, this would involve the baby being completely undressed at some point during the examination and that it would be carried out in front of her. Any findings would be discussed with her at the time and any concerns that she may have would be answered. Consent was then sought from the woman in line with NMC (2008) for the examination to be carried out, as the baby could not give consent, which was duly given. As it is important that the baby does not become cold due to the inefficiency of regulating temperature due to immaturity of the hypothalamus as suggested by Farrell and Sittlington in Fraser and Cooper (2009), the Student Midwife ensured that all windows and doors were closed to exclude any draught before commencing the Daily Examination of the baby. Also the Student Midwife washed her hands and applied latex free gloves to protect herself from any of the babys bodily fluids and to protect the baby who is at risk of infection as suggested by Johnson and Taylor (2006). Whilst undressing the baby the Student Midwife was mindful to show respect to the baby by gentle handling and lack of excessive noise as suggested by Carbjal and Coudered (2003). Safety of the baby was also considered and the Student Midwife ensured that the cot was stable and in view of the mother prior to commencing the examination. The babys identity was confirmed by checking details on both identity bands on the baby with the mother and the mothers identity was also confirmed by checking her identity band in line with the Newborn and Infant Physical Examination (NIPE) Standards and Competencies (NHS, 2008). A methodical examination was commenced by the Student Midwife which follows. All findings were discussed with the woman and documented in the babys SWMR notes as recommended by NMC (2007) who state that midwives must adhere to the guidelines for records and record keeping as a legal requirement. DAILY EXAMINATION Temperature Before removing the babys clothes, the Student Midwife took the babys temperature from the axilla site using an electronic thermometer whilst the baby lay in the cot. The reading was 36.8ËÅ ¡C which was within the normal range for an axilla reading (36.5 37.3ËÅ ¡C) as described by Bain in Fraser and Cooper (2009). Reassurance was given to the mother when she asked if the baby was warm enough that the reading was normal. The Student Midwife also offered the information of how the woman could check to see if the baby was too warm or cold by feeling under the babys clothes just below the neck and at the top of the babys back. Also a good indication was if the woman had two layers on, then generally the baby would require the same amount of layers. It was also advised that the baby would not require to wear a hat indoors if the room is at a comfortable temperature of between 18 21ËÅ ¡C but would require it outdoors due to cool air. General Appearance The Student Midwife removed the babys clothes, leaving only the nappy on which would be removed later in the examination, to observe the general appearance of the baby. The babys skin was noted to be pink all over showing no signs of central cyanosis, although hands and feet still showed slight signs of peripheral cyanosis which is normal during the first 24 48 hours according to Farrell and Sittlington in Fraser and Cooper (2009). This was explained to the mother so no undue worry was caused due to the blue tinge of the hands and feet. Also there was no sign of jaundice which is common after 48 hours from birth as all newborns have a transient rise in serum bilirubin which usually settles after 10 12 days post natal. The woman was advised to watch for any colour change of the babys skin from pink to yellow tinge or for the white of the eye (sclera) to be tinged with yellow. It was explained that this is a normal occurrence as suggested by Johnston, Flood, Spinks (2003) and as long as the baby had a good urine output, was awake regularly and fed well then there would be no cause for concern. However if the baby develops jaundice which last longer than expected, has excessive sleeping patterns, continually passes pale stools and dark urine, then the woman should get immediate attention for the baby as this is abnormal for a formula fed baby. The babys breathing was observed whilst lying in the cot and was noted to be within the normal range of 40 60 breaths/minute with the chest and abdomen rising and falling, showing no signs of distress. Being awake, alert and active the baby was seen to be moving all limbs as expected with good tone. Head The babys head was gently examined by the Student Midwife. This was done by gently running the finger tips across the babys head to feel along the suture lines and fontanelles. The Student Midwife when doing this was determining if any moulding, caput succedaneum or cephal haematoma had occurred during passage down the birth canal or from pressure from the cervical os. Slight moulding was detected and this was explained to the woman that this was normal and was caused by the bones in the skull overlapping during delivery and will resolve itself within a couple of days. The anterior fontanelle was then gently felt and found to be level. This indicated that there was no intracranial pressure which would cause it to rise or dehydration which would cause it to be depressed. It was explained that it is common to notice pulsating at the anterior fontanelle which is no cause of concern and that this soft spot closes over by the time the baby was 18 months old as confirmed by Wylie (2005). Eyes Both eyes were checked and found to be clear of any discharge. The Student Midwife suggested to the woman that if the eyes were to become sticky, which is common due to blocked tear ducts and can be seen as a crust on the eyelid, the eyes should be cleaned. To do this the woman should use cooled boiled water and cotton wool balls. Each eye should be cleaned from the inner eye outwards only using the cotton wool ball once then discarding. Each eye should be cleaned separately to avoid cross infection. Mouth Mouth was inspected by opening the mouth by gently pressing a finger against the angle of the jaw at the chin. This enabled the Student Midwife to look inside to assess the tongue, gums and palate. The Student Midwife did not insert small finger into mouth to check for a cleft palate or suck reflex as this had been established at Initial Examination of the newborn and no abnormalities had been detected. The mouth was seen to be moist and clear of any white plaques which may have suggested oral thrush as stated by Bain in Fraser and Cooper (2009). Skin Closer inspection was then done by the Student Midwife of the babys skin, looking in particular for any rashes, spots, bruising or infection. The babys nappy was removed and buttocks examined to ensure skin was intact. All appeared normal with no excoriation identified. The Student Midwife advised the woman that information on minor disorders would be given to her at the end of the examination as the Student Midwife was conscious of the babys temperature being maintained. Umbilicus Cord The umbilicus cord and clamp were inspected for signs of infection and separation. Nothing unusual was detected. The baby was redressed as quickly as possible to maintain body temperature and given to the woman to settle. Information was given to the woman on daily cord care which included that the umbilicus should be cleaned with warm tap water and patted dry which has been shown to aid separation as stated by Trotter (2003). This should be done daily and at a nappy change if required. It was explained to the woman that hand washing is essential before and after cord care as suggested by Farrell and Sittlington in Fraser and Cooper (2009) as the cord is a potential site for infection and Straphylococcus aureus is commonly found here as confirmed by Newell, Miller, Mogan et al (1997). When the woman asked when the clamp would be removed, it was confirmed that this may be done on the third or fourth day when the cord has dried out as suggested by World Health Organisation (WHO) (1999). The Student Midwife confirmed that the Daily Examination of the baby was complete and that she would now give the woman further information on minor disorders, safe baby care practice in particular Sudden Infant Death Syndrome and address any other concerns that the woman may have. EDUCATIONAL NEEDS Through out the examination the Student Midwife gave the woman information on day-to-day care and signs of illness. As previously mentioned further discussion took place with the woman regarding Minor disorders and safety issues, which is in line with NHS QIS (2004) who suggest that ay assessment or examination at birth or later should be seen as an opportunity for parental education or health promotion. This included the following ailments and explanation given to the woman: Skin Rashes Erythema toxicum. A red blotchy rash with white pinhead papules which is common during the first 7 days post natal and will disappear on its own. Miliaria. A sweat rash which occurs in babies who become too warm. It appears as clear papules on face, scalp, chest and areas where clothes rub due to unopened sweat glands. The baby should have excess clothing removed and placed in a cooler environment. The papules will disappear on their own. Milia. White or yellow papules commonly seen on cheeks, nose and forehead. Will disappear on their own. Sore buttocks/Nappy rash. The skin beneath the nappy area becomes red and excoriated due to either infrequent nappy changing, frequent loose stools or hot weather. By exposing the cleaned skin to a warm dry atmosphere aids the excoriated skin to heal. Care in using commercial barrier creams must be noted as they can prevent the one-way design of disposable nappies, blocking the perforations in the linings resulting in the urine and stools being next to the babys skin longer. Breast Engorgement of the Baby This can occur in both female and male babies around the 3rd day post natal. The breasts appear to have a lump under the nipple which is caused by the drop in oestrogen levels in the baby after birth which stimulates the breast to produce milk. No treatment is required and will rectify itself. It is important that mothers do not squeeze the breast as this may result in infection. Pseudo-menstruation It is common to notice a clear discharge or blood-stained vaginal discharge from baby girls during the withdrawal of the mothers hormone oestrogen after the birth. The mother was reassured that this is a normal physiological process which does not require treatment, although can be alarming if not aware of it. Safe Baby Care Practices The importance of reducing the risk of Sudden Infant Death Syndrome (SIDS) is done by ensuring the baby sleeps in a cot in the parents room for the first 6 months. The baby should always be put on their back to sleep, with their feet to the foot of the cot. They should be lightly covered with the room at a normal temperature, not too hot. Bed sharing is not recommended especially after consuming alcohol, drugs or after smoking. The baby should be in a smoke-free atmosphere. These recommendations are formed by the Department of Health (1996). Following the birth of the baby the role of the Midwife is to observe and monitor the health of the mother and he newborn, offering information and support in breastfeeding, which is not applicable in this instance, parenting skills and signs of morbidity according to Merchant (2006). This involved effective communication with the woman through out the examination to ensure that the woman conveyed her concerns, maintained control over her decision making with regards to the baby, assisted her in making informed choices and reduced her anxiety levels and emotional distress as suggested by Raynor (2006). In order that the womans physical and emotional status was commensurate with effective communication, the Student Midwife had to assess the womans emotional state when receiving information, which was done by asking how the woman was feeling before commencing the babys Daily Examination. The womans state could have been effected by pain, tiredness, hormonal changes or if the baby was c rying/distressed due to being hungry or requiring changing. Therefore the timing of conducting the Examination was essential to ensure that the woman retained the majority of the information given to her without being distracted due to other factors. In this instance the woman was receptive to the information given, which would assist her in the daily care of her baby, as according to McCourt in Page and McCandlish (2006) the transition to parenthood is a time when adults are responsive to information and will look for it actively. As the Midwife becomes familiar with the appearance and behaviour of a normal term newborn, the recognition of signs and signals caused by morbidity are easily communicated to the mother to assist her in recognising when there are any deviations from the normal with her baby. The importance of this is in preparing the mother for discharge home as the length of time spent in hospital is decreasing according to Bain in Fraser and Cooper (2009). As well as educating the woman with clinical skills (e.g. daily care of the baby, recognising signs of illness) the Midwifes role also encapsulates being able to provide relevant information / advice on general health promotion, social support and mental health. PSYCHOSOCIAL NEEDS As the woman was a first time mother it was important to establish that the woman had adequate support in caring for herself and the baby. This was established by the Student Midwife by familiarising herself with the woman and babys SWMR and Case notes which would highlight any social issues that may have needed addressing as the social circumstances in which a woman lives and a newborn brought into play a major part in their health and well being according to Raynor (2006). In this instance the woman was in a stable relationship with no reported Domestic Abuse, was not in temporary housing, had no social work involvement, no mental health issues and had good family support as routinely asked during Booking appointment and recorded in SWMR notes. It was important for the Student Midwife to spend time with the woman and baby in quiet surroundings, free from interruption which offered privacy and allowed the communication of sensitive and confidential information to be shared between the woman and the Student Midwife following NIPE Standards and Competencies (NHS, 2008). This gave the Student Midwife the opportunity to assess the womans psychosocial well-being by asking how she was coping (defined as coming to terms with a situation according to Lazarus (1966)) so far with the baby / becoming a mother and also to ascertain the womans expectations of becoming a mother. It is known that in adjusting to motherhood, the woman can feel insecure and loses confidence in her own abilities in the early postnatal period, especially on the lead up to and after discharge as confirmed by Ward and Mitchell (2004). Factors which can influence this are the womans personality, previous learning, quality/quantity of support available and past ex periences of coping. The woman, in this instance stated that although she knew it would take some time to adjust to lack of sleep and was slightly anxious about going home, she had good support from her partner, mother and friends; she had no immediate concerns about caring for the baby. CONCLUSION In conclusion it is the Student Midwifes opinion that the Daily Examination of the Term Infant was carried out following KCND (NHS, 2009) guidelines and that the NIPE Standards and Competencies (NHS, 2008) were adhered to. The baby was examined in a safe and comfortable environment, was shown respect and care from the Student Midwife whilst performing Daily Examination and full explanation was given to the woman as to what was being checked and looked for. The Student Midwife ensured that the woman had the opportunity to ask questions or offer sensitive information through out this encounter by providing privacy and confidentiality in line with NMC (2008) and ESC (NHS, 2009). All findings and discussion were documented in mother and baby SWMR notes accordingly in line with NMC (2007) The role of the Midwife in Educational and Psychosocial needs is to give the woman, relevant health advice for the baby and themselves, reassurance and permission to say how they feel. This follows a health orientated and woman centred model of care, which recommends that the role of the Midwife is to encourage the womans self confidence, ability to take control and self esteem as suggested by Bates in Stewart (2004). In a recent study it was concluded that healthy, low risk women wanted attentive, proactive, professional support from the Midwife during the transition to motherhood according to Seefat-van Teeffelen, Nieuwenhuijze, Korstjens (2009) which the Student Midwife believes was given during this Daily Examination of a Term Infant.

Computers :: essays research papers

When you mention the word "technology," most people think about computers. Virtually every facet of our lives has some computerized component. The appliances in our homes have microprocessors built into them, as do our televisions. Even our cars have a computer. But the computer that everyone thinks of first is typically the personal computer, or PC. A PC is a general purpose tool built around a microprocessor. It has lots of different parts -- memory, a hard disk, a modem, etc. -- that work together. "General purpose" means that you can do many different things with a PC. You can use it to type documents, send e-mail, browse the Web and play games. In this article, we will talk about PCs in the general sense and all the different parts that go into them. You will learn about the various components and how they work together in a basic operating session. You'll also find out what the future may hold for these machines. Let's take a look at the main components of a typical desktop computer. * Central processing unit (CPU) - The microprocessor "brain" of the computer system is called the central processing unit. Everything that a computer does is overseen by the CPU. * Memory - This is very fast storage used to hold data. It has to be fast because it connects directly to the microprocessor. There are several specific types of memory in a computer: o Random-access memory (RAM) - Used to temporarily store information that the computer is currently working with o Read-only memory (ROM) - A permanent type of memory storage used by the computer for important data that does not change o Basic input/output system (BIOS) - A type of ROM that is used by the computer to establish basic communication when the computer is first turned on o Caching - The storing of frequently used data in extremely fast RAM that connects directly to the CPU o Virtual memory - Space on a hard disk used to temporarily store data and swap it in and out of RAM as needed # otherboard - This is the main circuit board that all of the other internal components connect to. The CPU and memory are usually on the motherboard. Other systems may be found directly on the motherboard or connected to it through a secondary connection. For example, a sound card can be built into the motherboard or connected through PCI.