The Medias influence on health Essay - 2695 Words

nbsp;nbsp;nbsp;nbsp;nbsp;The mass media (including everything from television and music to popular novels and fan cultures), creates an endless and accessible flow of information. â€Å"What we know about the world beyond out immediate surroundings comes to us via the media (Yates 1999).† The technology of electronic media and the art of advertising have combined to create very powerful tools of influence. These tools are capable of shaping the attitudes, values and behaviors of large numbers of people (Walsh.) By identifying and examining the various forms of health information contained in the media, problems arise because the media does not present it’s messages in a neutral and straightforward way. Because the media distorts reality,†¦show more content†¦nbsp;nbsp;nbsp;nbsp;nbsp;Theories and models of health behavior can be used to explain behavior and clarify the effects of external influences on individuals. Health promotion educators use many different m odels for understanding behavior change and designing successful interventions. Some common models are used to describe and predict behavior. Skinner and Pavlov introduced a behavioral and operant conditioning theory that stated humans are biological machines and behavior is a product of conditioning, Freud argued humans are driven by subconscious instinct in his Psychoanalytic theory, and Rogers started a wellness movement in his humanist and client-centered view. Behavior theories exist on many levels including individual, familial, and societal. nbsp;nbsp;nbsp;nbsp;nbsp;On an individual level, the Health Belief Model states that changes in behavior depend on an individuals belief that a health problem is serious (perceived severity), that one may be susceptible to the problem (threat), that changing ones behavior will reduce the threat (benefit), ones perception of the obstacles necessary to change the behavior (barriers), and the belief that one has the ability to change ones behavior (self- efficacy.) nbsp;nbsp;nbsp;nbsp;nbsp;On a familial and/or societal level, the Theory ofShow MoreRelatedHow Media Influences Our Health1144 Words   |  5 PagesTelevision and Your Health Media can be helpful as a tool to promote healthy living and lifestyles. News broadcasts can influence society’s views on how to be healthy. These broadcasts do this by illustrating how to make healthy choices. News broadcasts have the ability to shift society’s focus from obesity and weight loss to healthier eating and being more active. They draw attention to the need for policies on things such as fast food marketing to youth and the quality of foods in schoolsRead MoreThe Influences of Mass Media on Health Trends2403 Words   |  10 Pages The mass media consists of many sources of communication such as newspapers, magazines, television and radio, amongst other media outlets, of which are used to inform, educate, influence, and entertain an audience. These forms of communication help construct a person’s perception because the media use platforms to influence opinion, of which is made possible due to how the media organisations use their resources. The modern media are able to change people’s perspectives by introducing them toRead MoreSocial Media s Influence On Mental Health And Overall Quality Of Life1707 Words   |  7 PagesSocial media usage by adolescents must be limited in order to improve mental health and overall quality of life. Adolescent social media activity continues to grow, creating technology dependence in younger generations. Technology remains in its prime throughout the twenty first century with advancements in internet and smartphone capabilities. As technology becomes more accessible to younger generations, minors continue to spend more of their day trapped in a cyber universe and disconnected fromRead MoreThe Media Influences Public Knowledge On Health Issues And The Subsequent Effects Upon Patients Personal Health Decisions1407 Words   |  6 Pagesvery prominent media presence which has infused itself into our daily lives. This paper will examine the ways in which the media influences public knowledge about health issues and the subsequent effects upon patients’ personal health decisions. Through this lens, I will examine the anti-vaccine movement and consider methods that can be utilized by healthcare professionals to combat the consequences of misinformation. This is important due to the massive repercussions that mass media can have on communicationRead MoreThe Impact Of Social Media On Public Health1386 Words   |  6 PagesAbstract Social media has significant impacts on the public health, which include both positive impacts and negative impacts. On one side, social media helps with the public health education; it supports with the emergency response and surveillance of the epidemic. One the other side, the spread of false information and the poor quality of information bring a lot of troubles to the public health work; the influence of negative information obstructs the development of health agencies. This paper studiesRead MoreObesity : The Disease Of The 21st Century947 Words   |  4 Pagesare many factors in today’s society that contribute to this growing epidemic including media, technology and demographics. With the media having more influence over our daily habits now more than ever, it is extremely easy to slip into a lifestyle that will lead to weight related health issues. By examining the ways the media influences our daily lives, one can see that the media began as a bad influence for our unhealthy lifestyles and, that changes are being made to improve this impactRead MoreSocial Media Disadvantages1246 Words   |  5 PagesSocial media is a way for people to communicate anywhere and at any time. Some people think that it is beneficial to have in society. Although, many people are starting to see negative effects arise from the use of social media as well. These negative effects are increasing and becoming more problematic every day. The disadvantages of social media far outweigh the advantages. Social media effects everyone in society, especially teenagers by negatively impacting their lives, face-to-face interactionsRead MoreThe Effects Of Social Media On Children s Development1067 Words   |  5 PagesAbstract As children are exposed to more and more social media with the increase of technology, it is important that parents minimize the exposure of social media to their children. There are multiple extensive ways in which social media can influence a child’s well-being and development: An influence on their social ability with others, the content of the social media, and the activities that social media replaces such as exercise. Methods that could potentially improve the risk of a child’s well-beingRead MoreSocial Media Is A Double Edged Sword1410 Words   |  6 PagesNegative Effects/ limitations However, social media is a double-edged sword. It also brings some problems to the public health while the public health gets lots of benefits from it. The spread of false information provides wrong information and brings big troubles to the public health work; expanding negative information may obstruct the development of health agencies. The spread of false information Sharing information is the main function for the social media. People share different kinds of informationRead Morecare guid Essay1590 Words   |  7 Pagesissues in health and social care Unit number: 24 Level: 5 Credit value: 15 Guided learning hours: 60 Unit reference number: A/601/1639 UNIT AIM AND PURPOSE This unit will provide learners with an understanding of methods used to bring information about contemporary health and social care issues to the public, progressing to examining how these methods can influence public opinion. Learners will also have the opportunity to explore a contemporary health and social

A Critique Of Sensory Overload - 1498 Words

A Critique of Sensory Overload: A Concept Analysis â€Å"Sensory Overload: A Concept Analysis† is a review article analyzing sensory overload using Walker and Avant’s concept analysis method. Defining the concept depends on what contributing factors are involved. The authors examine the factors that affect sensory overload such as: mental conditions, environmental factors, and stress load. Several examples were reviewed, and analyzed to attempt to develop a theory. The purpose of this critique is to examine an undefined concept that has been analyzed and to determine if the concept is valid. Exploring strategies for theory development involves critiquing others work, and drawing from that an educated conclusion to one’s own beliefs and†¦show more content†¦Method, Analysis, and Evaluation The concept that was chosen for analysis is one of emerging healthcare concern. People have far more activities, and busier lives which contributes to stress. Stress with added sensory stimulation can lead to overload. A person is at an even higher risk if there is a psychiatric diagnosis attached. As more people are developing sensory overload or overstimulation, there is a greater interest of the public. The authors explained how sensory overload occurs, and gives specific examples of how it can occur. The article continues to explain why the concept needs to be analyzed. â€Å"After reviewing the international literature there seems to be no uniform conceptual clarity on the term â€Å"sensory overload† in the context of psychiatric nursing† (Scheydt, Staub, Frauenfelder, Nielsen, Behrens Needham, 2017). Defining the definition in order to obtain accurate diagnosis, makes this topic a need of greatest interest. â€Å"Clarification is necessary to ensure a u niform understanding of the term and to avoid false-positive appraisals in practice† (Scheydt et al., 2017). The second step included determining the aim or purpose of the concept. The article is clearly labeled â€Å"Aims† to help identify this step. The authors identify the purpose of the analysis is to clarify the meaning of the concept to establish a theoretical foundation. According to Scheydt et al. (2017) the elucidation of antecedents,Show MoreRelatedPace of Life1658 Words   |  7 PagesArticle: The Pace of Life in 31 Countries By Robert V. Levine and Ara Norenzayan Erin Reilly (student) AU ID 2449152 Pscy 290 Journal Article Critique 2 Shelley Sikora (tutor) The Pace of Life in 31 Countries 1. Research Question or Problem: Yes. The question is clearly stated. The purpose of the study was to, using Hoch’s (1976) theory as a starting point in designing their problem, research variations in the pace of life in different cities andRead MorePace of Life1669 Words   |  7 PagesArticle: The Pace of Life in 31 Countries By Robert V. Levine and Ara Norenzayan Erin Reilly (student) AU ID 2449152 Pscy 290 Journal Article Critique 2 Shelley Sikora (tutor) The Pace of Life in 31 Countries 1. Research Question or Problem: Yes. The question is clearly stated. The purpose of the study was to, using Hoch’s (1976) theory as a starting point in designing their problem, research variations in the pace of life in differentRead MoreThe Human Immunodeficiency Virus ( Hiv )2962 Words   |  12 Pagesscale to score stress factors specifically related to stress associated with HIV/AIDS care (reference). The initial scale was made up of 29 items and responses were given on a 5-point Likert scale. The items for this scale were taken from the role overload scale and the role captivity scale by Pearlin et. al., as well as the stress factor scale by Van Dyk (reference). The researchers completed a factor analysis on the items drawn from the scales, including a screen plot, which indicated that sevenRead More Loss of Identity in the Techno-Culture Essay2537 Words   |  11 PagesHowever, in elaborating this argument, I propose that the techno- sublime encounter is predicated on a very different rela tion to the sublime, than that developed by Immanuel Kant in his Observations on the Feeling of the Beautiful and Sublime and the Critique of Judgement. In the particular encounter, which I have termed the techno-sublime, there is no longer a concern with the re-assertion of self in the face of the sublime event. Rather I argue that in this encounter there is a collapse in boundariesRead MoreConsider Some Key Theories and Concepts of Learning and Assessment3241 Words   |  13 Pagesvocational further education sector. I will explore the application of theories to health and social vocational topics and how this assists in developing key attributes for learners on these programmes. I will identify assessment methods and provide a critique of the validity of these in different educational programmes. Definitions of learning vary drastically. This is primarily due to the differing conceptions of what learning actually is. Saljo (1979) identified five categories of learning. It is suggestedRead MoreStress And Its Effects On The Mind, Body, And Environment8594 Words   |  35 Pagesand being vigilant and aware of their surroundings (Modernization and Reform Act of 2012, 2012). Program Outcome #2 The student will be able to identify and apply appropriate statistical analysis, to include techniques in data collection, review, critique, interpretation and inference in the aviation and aerospace industry. Hypothesis and the Nature of the Information Collected: Null Hypothesis: A qualitative study conducted to reveal the adaptation of aeromedical factors contributing to an increaseRead MoreCuriosity : Its Value And Application For Creating Engagement6382 Words   |  26 Pagessource or content because any stimulation is preferred to the current insufficient level. Berlyne defines this as Diversive exploration. Similarly, when the subject is exposed to excessive levels of stimulation Glicksohn (1992) suggests that this overload of stimulation has the same boredom inducing effect, and for the purposes of this study, may represent a lack of engagement. Boredom, Negative curiosity Park (2007, p. 22) acknowledges that boredom has been regarded as a potential drive for inspiringRead MoreEssay on Understanding Change15189 Words   |  61 Pagesindividual level 1.5.2 Intervention strategies at the group level 1.5.3 Intervention strategies at the organizational level 1.6 Creativity and Volition: a Critical Theory of Change 1.6.1 Conflict, flux, and change 1.6.2 People are active agents 1.6.3 The critique of the spectator view of knowledge 1.7 Summary Study questions Exercises Further reading References 4 6 6 7 8 13 16 18 20 22 24 24 25 28 28 29 30 33 35 35 36 36 4 UNDERSTANDING CHANGE 1.1 Introduction This chapter lays the frameworkRead MoreMonologue: Reading and Students6486 Words   |  26 Pagesmonologue that make it effective LESSON OBJECTIVES: CORE CONTENT: WR-M-1.3 WR-H-1.3 RD-M-x.0.9 RD-H 1.0.10 Literary Writing Literary Writing Reflect on and evaluate what is read Evaluate the influence of literary elements within a passage RD-H 1.0.14 Critique the author’s word choice, style, content and use of literary elements VOCABULARY: RESOURCES AND MATERIALS: Student models found on web-based version of CCG and/or other appropriate texts; ORQ and appropriate text for each student TEACHING STRATEGIESRead MoreOrganisational Theory230255 Words   |  922 Pagespostmodernism anything new? The history Post-industrialism and the information society The virtual organization Neo-fordism, flexible specialization and post-fordism The regulation school Institutionalist school The ‘managerialist’ school The flexible firm – critique Postmodern organizations – the work of Stewart Clegg and Paul Heydebrand Conclusions 198 198 200 202 205 206 211 213 215 217 220 225 227 234 Chapter 6 Postmodernism as a philosophy: the ultimate challenge to organization theory? Introduction

Est Task 2 †Ethics Program Free Essays

Midwest Non Profit Consulting Group Ethics Program A. Develop an appropriate standards and procedures section, such as a code of ethics. PREAMBLE Midwest Non Profit Consulting Group (MNPCG) will  provide management consulting services to nonprofit organizations with a strong commitment to providing a public service. We will write a custom essay sample on Est Task 2 – Ethics Program or any similar topic only for you Order Now Our client base works hard to improve the quality of life for all people in communities across the state of Minnesota. As a nation leader in non-profit organization groups, Minnesota and it’s people have high standards we must adhere to. We must serve these organizations with honesty, and maintain the integrity of each organization providing them with impartiality, fairness, and remain dedicated to their welfare as they are providing safety and welfare to the people they serve. Our service to each organization is a direct reflection of their values and goals and these are tied very closely with public perception of each group. As we help increase awareness for causes that we are associated with, we must acknowledge that each organization is under the direct support of the government in the form of grants, contracts and tax laws, foundations, corporations, small businesses, individual gifts and donations as well as the general public. This high level approach to servicing our clients will ensure solid integrity and accountability for the work we do. CODE All MNPCG Leadership, Managers, Certified Professionals, Legal, Staff and Contract Personel (referred in the code as â€Å"member†) are required to adhere to this entire code for both the betterment of everyone in this organization as well as our clients and the people they serve. – Every MNPCG member will at all times follow these principles: integrity, objectivity, commitment – Regard for the safety and welfare of the general public is our number one goal, and all consulting must hold this in regard when revealing methods to client. Members will secure confidentiality of the client by keeping all information acquired through credible data collection practices, on secured storage devices. – Professional skill level must be taken into account on each and every task you will perform. If your are given a task beyond the scope of your knowledge it is required that you consult with MNPCG management to delegate such task. – Members with work daily to bet ter this organization and uphold it’s integrity – Every member will display confidence in the work they do and hold high, the credibility of MNPCG without dispute. Will hold professional certification and display such certification – Shall carry themselves with dignity and good character, with high reputable standard – A member must acquire all documentation in a legal manner, as to be able to produce such documentation upon audit. – Under no circumstance will member provide false or incomplete documentation to requesting parties as to reduce the credibility of MNPCG – Honesty in reporting is a fundamental value to all members working for and associated with MNPCG. Under no circumstance shall members act in ways in which false information is transferred or implied by an associated party. – Any act that is illegal under any terms will never be justified as a way in which MNPCG should act. Passion over legal matters will not be acceptable behaviors. – All members are required to report any questionable circumstances which job capacity doesn’t provide the appropriate action or response. MNPCG has staff legal experts for these situations, use them. All of the above mentioned principles or rules apply not only to MNPCG employees but also applies to any transactions, or actions through which a partner, director, staff, or any other acting stakeholder performs under direction of MNPCG. COMPLIANCE AND EDUCATION MNPCG management supports all efforts of members to apply the principles of the CODE through training and technical assistance provided by MNPCG. Support of members also applies to those who self-regulate and offer modification requests based on continuos improvement efforts which may amend previous statements of CODE. Adherance to CODE and training are both one in the same in relation to compliance and education, or training: – All new members of MNPCG will be given formal training on this CODE during their first week of employment. – Training will be given in the form of two total training sessions of 2 hours each. – Management will give the first training session of 2 hours, to go through the document and visit situations where non-compliance has happened in the past and how to work through such circumstances. The employee is encouraged to discuss and concerns with management as to allow for training where needed. After the 2 hour session with management within 2 days Human Resources will meet and train to the â€Å"big picure† of what the CODE means. This will include describing disciplinary actions due to non-compliance of the CODE as well as other human resource materials. – Upon completing both 2 hour sessions, the employee will be required to apply their s ignature to a copy of the MNPCG code of ethics, stating they will comply to all principles included above. This will get filed with all other employee documentation and become record. COMPLIANCE AND MONITORING MNPCG management is required to formally review this CODE of ethics annually. – MNPCG management will submit any request for changes to CODE no later than 10 days after one year annual review was last completed. This gives time for any inquires to be presented and responded to is conflict of interest or societal changes have occurred and need to be amended to the CODE. – All submissions of amendment requires must be sent to both MNPCG Leadership and Directors for review. No later than 10 days will the request be approved or denied. This organization is strengthened from continuous education and should annually revisit the codes in the form of auditing. This is to determine whether compliance is feasible and should be required. The changing climate which the world of non-profits resides in, may allow for additional codes or modifications based on societal changes. – During annual evaluation and audit of the MNPCG code of ethics Leadership will make sure that all members are given the required skills and experience for carrying out all duty that are required of them. By audit, each organization MNPCG serves will be stronger that all member comply. – Possible conflict of interest can surface and be resolved before damage is done with regards to client relationships. – Provides revised and updated policies on an annual basis from which Human Resource can pull information from during hiring, terminating and performance evaluation periods. – Provides a â€Å"source-of-truth† for all ethical standards of MNPCG. – After each audit, Leadership is required to provide any updates to Human Resources so that the CODE can be updated and posted to the company website for publication. COMPLIANCE AND REVIEW -MNPCG belongs to the National Institute of Non-Profit Consulting Firms which in accordance with government regulations, requires a formal review of ethics programs for all it’s members on a rotating 3 year cycle based on member enrollment. – 3 year rotating cycle means that as membership allows, ethics programs reviews are done by sharing the responsibility of review with the members. NINPCF will review each member every 3 years and each member will in-turn review every year one member’s ethic program. Non-profit organizations must comply with federal regulations on such a strict basis that this schedule reflects the integrity of the association. – Each member is bound to serving society by being committed to delivering 100% Honesty, Integrity and Compliance to the organizations they serve. This review process allows for strict monitoring of values set forth. – Upon completion of all reviews, NINPCF delivers a comprehensive re port to all members as well as government non-profit oversight committees as a proactive approach to future requirements of these committees and the agencies they direct. How to cite Est Task 2 – Ethics Program, Papers

Crime Essay Example For Students

Crime Essay Outline1 Introduction2 Â  What are the Causes of crime?3 Effects of crime4 Crime Prevention5 Conclusion Introduction Crime is a word that is no longer strange to the modern man as it seems to have become a norm in almost every society despite the menace it poses. Increase in crime rate all over the world has become a source of major concern as people no longer feel safe and protected. Any act that puts a fellow human being in danger or poses as a threat to life and property is considered a crime. The Oxford Advanced Learner’s Dictionary refers to it as activities that involve breaking the law. It also defines it as an illegal act or activity that is punishable by law. As long as it is a violation of the laid down laws, rules, and regulations of a society or the country at large, it is a crime, and such an act is punishable by the law. Crime per thousand from between 1983 and 1992 rose 9.4 percent but from 1991 to1992 it went down 4 percent. In recent years crime has been decreasing. Property crime, murder, robbery, and burglary have all decreased at least threepercent in recent years but that is not much. There is one exception; rapewhich has gone up 3 percent. Violent crime has risen 40.9 since 1983 while inrecent years it has only gone down a tenth of a percent. This may be one of thereasons people feel less safe. People arent afraid of larceny or propertycrimes. They are afraid of violent crimes, which is why is recent years theyfeel insecure. Many people believe the problem is in the trial system itself. Notenough people are convicted. In our trial system where you are innocent untilproven guilty and to be proved guilty it must be done beyond reasonable doubt orpreponderance of evidence in civil cases. After it has finally been very wellproven a judge or jury must unanimously decide the criminal is innocent orguilty or it is declared a hung jury. It also is too easy to get a shortersentence on a plea bargain. For instance a person accused of armed robbery, anoffence that on average a person would get thirty years for; the criminal willoften plead guilty to a lesser offence such as carrying a concealed weapon. Carrying a concealed weapon would often give a six year sentence but thecriminal often gets off in half that time. So you see how the sentencing justwent from thirty years to three years. Another possible cause is our prison system. Prisons breed crimethemselves. If a burglar is sent to prison he must contend with the violenceinside it by being rough himself. This means a burglar who enters a prison mayemerge a murderer. Prisons are often used to rehabilitate and made morepleasant as so to not create the cultures that develop more criminals in them. This often makes prison seem not so bad to criminals. That solution is worsethen the problem. Is the United States crime problem as bad as people think it is? Thecrime rate in the United States isnt even in the top fifteen. The problem inthe United States is the rise in violent crime. The United States ranks thirdin the world in robbery and violent theft. There is a rise in juvenile crimetoo. A possible reason for this is the breakdown of the family. In familieswhere both parents work the kids are left alone or in a day care.The parentsare around less for support. This makes it that much easier for the kids tobecome delinquents. Sex Education: Does it Really Work? EssayThere are many possible ways to fix the United States crime problem andthe rise in violent crime. One solution is to use the death sentence. One lessmurder alive is one less murderer on the streets. Another answer is to prohibithandguns. The second amendment may give the right to bear arms but it isntclear whether this right should be granted to individual citizens or an officialstate militia. The Supreme Court has never ruled on this issue. Withouthandguns nobody would be afraid to be held up. It would be much safer to go outat night. When crime makes people live their lives differently and possibly infear something must be done. Social Issues

The Impact Of Racial Thought On The Aboriginal People In Relation To Australian History

Introduction From as early as the early 18th century to date, Australia has had to deal with numerous cases of racism especially with regards to the aboriginal people. What once started as a simple way to describe the rather â€Å"absurd† behavior of the aboriginal people has radically evolved into a monster that constantly preys on the societal cohesion in Australia (Anderson and Perrin, 2007, p.19).Advertising We will write a custom essay sample on The Impact Of Racial Thought On The Aboriginal People In Relation To Australian History specifically for you for only $16.05 $11/page Learn More As of today, there are countless cases of murder, rape, social injustices, maiming in Australia (especially from Aboriginal people towards the whites) in retaliation to their ostensibly unsolved maltreatments of that dates back to the 1800 (Lehmann, 2006). So how did Australia end up with the sky-rocketing numbers of racial-based killings and injustices to th e point of such atrocities being regarded as â€Å"normal† by its residents? According to Anderson and Perrin (2007, p.19), Human beings were primarily considered as being a united entity with the term race being used to refer to nations or tribes. Consequently, race was representative of human beings in general or a subdivision of humans in different places. However, in the early 18th century, different people began exhibited different patterns of behavior. As a result, the bond that was perceived to be holding human beings, which in fact accorded them the title of ‘race’—started weakening with people beginning to reclassify themselves into groups based on their skin color, tribal and ethnic backgrounds, socio-economic activities and even political groupings. By the second half of the 19th century, race was no longer a term reserved for the human beings as a whole entity as it used to be, it became a word that was used for segregation purposes by one grou p of people who felt superior to the others (p. 19-p.20). Preliminary overview of racial thought on the aboriginal people in relations to Australian history It is also around this time that different researchers, colonialists and political scientists began to take notice of the Aboriginal people in Australia. Apart from their multicolored skin that made them stand out above the native white people of Australia, the Aboriginals had a rather absurd way of life which had never been witnessed before. Right from their shanty living conditions, non participation in crop and animal farming(which were the main economic activity in Australia), shying away from mingling with the general public and unwillingness to embrace civilization and modernization (in spite of several pleas from the Australian government); the aboriginals made it very difficult for others not to look at them differently. To this effect, Anderson and Perrin (2007, p.21) vocalize the concerns of most researchers at that ti me by saying that: The Aborigines’ utter lack of development posed a fundamental challenge to the assumption of human unity. â€Å"In so far as the Aborigine could not be assimilated to the conception of race as a subdivision, or mere variety of the human, the elaboration of polygenism in the mid nineteenth century can be understood as a reaction to this crisis†.(Lehmann, 2006).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, even from the philosophical and biblical perspective, being human meant the capacity to improve your environment and the noteworthy efforts that a person makes towards improving his/her environment while also having a sense of religious belief. This, however, was not the case of the Aboriginals who arguably did nothing to better their environment. It is based on these precepts that the whites in Australia, together with many other people from other coun tries, started looking down upon the Aboriginals and in turn, the abstract concept Racism got life in the heart of Australia (Anderson and Perrin, 2007, p.19-25). Impact of the Racial thought of Aboriginal people in Australia Once the whites began viewing the aboriginal people on racial lines, the once relatively peaceful Australia turned into a chaotic nation with constant cases of face-offs between the two opposing sides. In addition, the general public also began to feel the heat as it was no longer safe just to mingle with anybody—especially the whites and the multicolored people (Anderson and Perrin, 2007, p.19-24). Moreover, the concept of racism further moved into other countries and translated into general viewing of multi-colored people (especially blacks) as being inferior to the white people. As a results, the whites were able to get a lion’s share of anything that was under contention; be it leadership positions, economic privileges, better housing and educ ation systems, better healthcare and even being able to easily win court cases(Anderson and Perrin, 2007, p.21-23). It is also from here that terms like â€Å"negro† (which is used to offensively refer to blacks) came into existence. There were also more pronounced cases of the aboriginals being branded abusive and derogative names which greatly affected their self esteem thus overall well being. Anderson and Perrin (2007, p.21) explicate this by saying that â€Å"The miserable condition of Australia’s Aborigines led the evolutionists to consider them as representative of the earliest stage of human evolution.† This is probably the reason why Lord Monbodo is quoted insultingly referring to them as â€Å"Man in his original form† as he mockingly describes their poor living conditions (p.22).Advertising We will write a custom essay sample on The Impact Of Racial Thought On The Aboriginal People In Relation To Australian History specifically for you for only $16.05 $11/page Learn More Additionally, the racial thoughts hindered or, rather, slowed down the colonial conquests that were aimed at Australia since the Aboriginals greatly opposed any form of white-man leadership. This resistance was also witnessed by the white missionaries who tried to convert them into Christianity. Moreover, most of the aboriginals had Indian origin thus believed in polytheism rather than Christianity. It was only until the 20th century that the missionaries began to get a hearing from the multicolored people. A more devastating impact witnessed because of the racial thoughts was untimely deaths. At some point during the duel, the aboriginals were said being in the verge of extinction. This was mainly because most of them died due to poor health facilities, malnutrition, and deaths resulting from sporadic gang wars with the whites (Anderson and Perrin, 2007, p.33). This is probably the reason why, to date, the aboriginals are st ill seeking revenge. Additionally, the racial thoughts slowed down the pace of development and industrialization in Australia since most people wasted most of their time fighting rather than spending it in bettering their lives and building the country. This was further accentuated by the fact that during the conflict, a lot of valuable resources got destroyed by the opposing sides. By the time the Whites and the multicolored groups woke up to the reality that their conflict was just a mere waste of time, most of the countries were already way ahead of them in terms of technological advancements and economic strength. On a positive note though, it is inherent to note that the Australian government has been on the forefront of trying to mitigate the racial thoughts. However, there is still more that needs to be done if this issue is to be circumspectly finished. Conclusion In spite of the aboriginal racialism having been greatly stemmed out radically over the recent past (as partly a forementioned); its meandering roots are still strongly intertwined in the social fabric of Australia. This is the reason why Lehmann (2006), in his report â€Å"Racist attacks increase† talks of Aboriginals and whites still fighting each other. So if a lasting solution is to be found for this problem, then, elementarily, then a cumulative effort from the government and people is direly required. Correcting the racial ills done in the past would be a good start for here. Of course this might take a while, but it will eventually pay off invaluably to all of us. An apt example here is South Africa that currently enjoys a relatively peaceful environment after having made reconciliatory talks between the blacks and whites. This came about as a collective effort of South Africans so as to do away with the haunting ghosts of the pronounced era of apartheid. From that time onwards, many others countries and regions have been able to follow in those footsteps; and bountifully reaped from the peace found thereof.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Finally, let us all remember that real change begins with you and me; So however little positive effort we make, it will all be to our own betterment and to the best interest of those around us. More aptly put in the word of the famous philosopher Goethe, â€Å"Let everyone sweep in front of his own door and the whole world will be clean!† References Anderson, K and Perrin, C (2007) The Miserablest People in the World’: Race, Humanism and the Australian Aborigine. Centre for Cultural Research, University of Western Sydney. Lehmann, M. (2006) Racist attacks on the increase: Aboriginal gangs terrorize whites. Australian News.com. Web. This essay on The Impact Of Racial Thought On The Aboriginal People In Relation To Australian History was written and submitted by user Vihaan Wilkinson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Wound care essentials summative assignment The WritePass Journal

Wound care essentials summative assignment Reference List Wound care essentials summative assignment IntroductionSection 1. Search strategySection 2. Wound aetiologySection 3. Wound AssessmentSection 4. Wound ManagementSection 5.Reference ListRelated Introduction Section 1. Search strategy Describe the strategy you used to retrieve the right resources to help you write your assignment. You must include the key words you used, the databases used and other sources of your literature such as websites, the years searched and the type of literature you were looking for. Approximate word count: 150-200 Your answer here: Keywords used in the search engine are: diabetic, foot, ulceration, risk, prospective, aetiology, prevalence, cost, infection, dressing, treatment, amputation, wound, management, policy, guidelines, UK, Philippines, South Asia, Europe, which were consecutively joined together, using the Boolean Operation of adding AND and an asterisk to each terms. The main databases used were CINAHL plus and PubMed.   Another source of evidence that the researcher used is the official website of the National Institute for Health and Clinical Excellence in which a clinical guideline was used deemed necessary for the said topic. The World Health Organization and the National Health Services websites were also used in collecting data for statistics as well as the Department of Health website in the Philippines. Peer reviewed articles have been searched using the said databases and have been sources of information. Limitations in this search have been identified. These are as follows: The search has been limited for ten years only to make the search more manageable and clinically up to date while capturing key information. The search is only applicable for humans aged 65 and up, regardless of gender.   This bracket has been chosen because according to the World Health Organization (2006) diabetic foot ulceration is rampant in this age group. The search is limited for peer reviewed journals only. The search is not confined to the United Kingdom only; hence, statistics from Asia were also gathered. Section 2. Wound aetiology Select a common wound type (e.g. diabetic foot ulceration, pressure ulcer, leg ulcer, fungating wound, dehisced surgical wound. Now explain and discuss: What your chosen wound type is How this type of wound develops (including contributory factors) How this type of wound is recognised (common characteristics) Who it affects Prevalence in UK and home country (if known) Approximate word count:   800-1000 Your answer here: The type of wound that the author chose is diabetic foot ulceration. This was chosen because this type of wound is prevalent in the nursing home that the author is currently working at and Diabetes itself is a serious health issue worldwide.   Consequently, diabetic foot ulceration is considered to be one of the most significant complications of diabetes, representing a worldwide issue of medical, social, and economic problem greatly affecting the patient’s quality of life. (World Health Organization, 2004)   Earlier definitions of diabetic foot ulceration dated back to 1985 by the World Health Organization stating that it is an infection, ulceration, and/or destruction of deep tissue related with neurological abnormalities and various degrees of peripheral vascular disease in the lower extremities. This has been argued by Brownlee (2005) that the term ‘diabetic’ foot signifies that there are specific qualities about the feet of the individual with diabetes th at sets this disease apart from other conditions that affect the lower extremities. However they added that anything which affects the foot in those with diabetes can also affect the foot in those without the disease. Thus the definition by De Heus-van Putten (1994) best neutralise those views, stating that diabetic foot ulcers is the many different lesions of the skin, nails, bone, and connective tissue in the foot which occur more often in diabetic patients than non-diabetic patients, such conditions like ulcers, neuropathic fractures, infections, gangrene, and amputation. This is supported by the contemporary study of Vileikyte (2001), presenting that the diabetic patients are statistically more likely to develop foot ulcer that usually leads to disablement and leg amputation. The aetiology of diabetic foot ulceration comprises many components. A multicentre study by Rathur and Boulton (2007) attributed 63% of diabetic foot ulcers to diabetic neuropathy and peripheral vascular di sease to be the main causative factors of diabetic foot ulceration. Peripheral neuropathy is a complication of diabetes that is the result of overtime damage of the nerve due to high blood sugar levels (Jerosch-Herold, 2005). This complication consequently contribute to the cause of diabetic foot ulcer for the nerves that relay messages of pain and sensation to the lower limb are generally affected, leading to numbness or even complete loss of sensation in the legs and feet. Losing sensation would also mean not knowing if the feet are hurt or damage. This explains why diabetic patients are usually prone to problems like minor cuts, bruises and blisters without them feeling it.   Ã‚  Furthermore, another risk factor is the peripheral vascular disease wherein there is narrowing of the arteries caused by fatty deposits that accumulate in the lining of the arteries resulting to poor blood circulation to the feet (Medina, Scott-Paul, Ghahary Tredget-Edward, 2005). Inadequate blood sup ply to the wound means decrease healing and is likely to be damaged. This explains why even a mild injury like stepping in small object or a small scratch in bare foot can eventually become ulcer for a diabetic patient. Moreover, according to Veves, Giurini, and LoGerfo (2006), predisposing factors that may act in combination to the two main risk factors are the unrecognised trauma, the biomechanical abnormalities or deformity, the limited joint mobility, and the increased susceptibility to infection. Demographic factors also play an effect on diabetic foot ulceration, such as age, gender, ethnicity and lifestyle (Medina, Scott-Paul, Ghahary Tredget-Edward, 2003).   According to the World Health Organization (2004) Diabetic foot ulcerations are common on individuals who have Type 1 and Type 2 Diabetes and who are in the age bracket of 65 years old and above. This statistics is not only relevant here in the UK but also worldwide. People who have diabetes for a longer period or man age their diabetes less effectively are more likely to develop foot ulcers.  Smoking, not taking  exercise, being  overweight and having  high cholesterol  or blood pressure can all increase diabetes foot ulcer risk (Diabetes UK, 2004). Previous foot ulcers and diabetes complications can increase foot ulcer likelihood, as can ill-fitting shoes or previous foot problems such as bunions, etc. Diabetic foot ulceration usually located in increased pressure points on the bottom of the feet. However, ulcers related to trauma can occur anywhere on the foot (Diabetes UK, 2004)   Anatomical distribution of diabetic foot ulceration comprises 50% of ulcers are on the toes; 30-40% are on the plantar metatarsal head; 10-15% are on the dorsum (sole) of the foot; 5-10% are on the ankle; and up to 10% are multiple ulcers (Department of Health, 2002). According to the National Diabetes Support Team (2006), the appearance of a diabetic foot ulcer generally has a base with pink/red or brown/black, depending on the patient’s blood circulations, and with a border of ‘punched-out’ like appearance while surrounded by callous skin. It has a bed with necrotic cap or ulcer (underlying tissues are exposed). Ulcers  with a mainly neuropathic aetiology will have a healthy granulating bed whilst those with a significant arterial component will have a necrotic bed (Reiber, 200 1). The International Diabetes Federation (2005) accounts that there are 170 million cases of diabetics reported worldwide. By 2025, this figure is expected to rise to 300 million. These diabetics patient have a 12-25% risk of suffering a foot ulcer at some time in their life. According to Reed (2004), elderly people with diabetics have twice the risk of developing foot ulcer, three times the risk of developing foot abscess and four times the risk of developing osteomyelitis. Similarly, diabetics were at greater risk of either local amputations or higher amputations (Hall DeFrances, 2003). Since different regions of the world have populations that at variance in body builds, footwear, habits and lifestyles, the differences in the prevalence of diabetic foot ulceration is expected. Such differences are likely to be found in Asia, Africa and America for developing countries will experience the greatest rise in the prevalence of Type 2 diabetes in the next twenty years (Stanley Colli er, 2009). Thus, people living in these countries will be expected to have greater risks of ulceration in the later years. However, Abbott et al (2005) focused on Type 2 diabetics among migrant populations of South Asia and African-Carribean populations, compared with data from Europeans living in the UK, and revealed a three to four times higher incidence of ulceration in the Europeans. The lower risk of South Asians was attributed to the lower rates of foot deformity, peripheral vascular disease and neuropathy. In the Philippines on the other hand, the author was not able to find statistics regarding the prevalence of diabetic foot ulcerations on individuals with either Type 1 or Type 2 Diabetes. Apparently, the Department of Health Philippines website does not have relevant statistics regarding the above matter however, according to the World Health Organization (2004), the prevalence of people having diabetes in Asia is fast rising and it may comprise to 75% of all diabetics in 2025 worldwide. Section 3. Wound Assessment Identify one feature of your chosen wound type that is commonly identified during the assessment process and critically discuss different ways of assessing this problem. Your discussion must make clear which aspect of wound assessment you have chosen e.g. exudate, odour, infection, and include an exploration of the different options available for measuring, describing and documenting it. You must link your discussion to the contemporary wound care literature. Approximate word count: 800-1000 Your answer here: When a diabetic patient develops an ulcer, it is very essential to know that the ulcer presents in the perspective of the diabetic. However, in the case of a diabetic patient, the skin usually in the feet does not heal efficiently and is prone to develop an ulcer as discussed on the previous section. This is what the writer believes to be the foremost feature of the diabetic foot ulceration that needs major consideration for it can eventually result to infection. Assessing the delay wound healing of a diabetic foot and its relation to the aspect of infection involves thorough evaluation, thus, a general assessment by the multidisciplinary care approach of the patient with diabetic foot ulcer is fundamental. This includes evaluating for evidence of retinal and cerebro-vascular pathology that could relate to foot and ankle problem (Pham et al, 2000). The said evidence can play a part to falls, traumatic injury and poor foot hygiene of the patient and can aid in appropriate treatment of the wound. The renal and cardiac disease evaluation is another pathological assessment that can contribute to the evaluation of poor healing potential (Stanley Collier, 2009). The standard observations of blood pressure, heart rate and temperature are also requisite assessment for these can reveal overriding features of sepsis such as pyrexia, tachycardia and general malaise (Costigan, Thordarson Debnath, 2007).   Stanley and Collier (2009) also added that in spection of the diabetic foot such as the characteristics of the skin, nails, and web spaces, is important for it can reveal pathology of the nails (Paronychia) or the cause of the spread of infection. Generally, limb-threatening infections can be defined by cellulitis extending 2cm from the ulcer perimeter, as well as deep abscess, osteomyelitis   or critical ischemia (Frykberg et al, 2002). The existence of odor and exudates, and extent of cellulitis should be properly noted for these are indicative of osteomylitis which could indicate infection (Frykberg et al, 2002). In the case of neurological assessment, Jerosch-Herold ‘s (2005) assessment review stated that Semmes-Weinstein monofilament is considered to be the most reliable test for evaluating any loss of protective sensation done in the sole of the feet. The test is not only relevant in assessing loss of sensation; it also evaluates foot deformity, risk for ulceration and signs of infection. Moreover, a vital part in this assessment is the classification of diabetic foot ulcer itself. This is supported by Frykberg et al (2002) stating that classifying ulcer is important in order to facilitate a logical approach to treatment and aid in the prediction of outcome. In line with that, there are several wound classification guidelines used universally to assess the diabetic foot ulcer. One of this is the Wagner ulcer classification system (1987) is the most widely accepted descriptive classification of diabetic foot ulcerations. It categorises wound depth according to 6 wound grades. These include: grade 0 (intact skin), grade 1 (superficial ulcer), grade 2 (deep ulcer that includes tendon, bone, or joint), grade 3 (deep ulcer with abscess or osteomyelitis), grade 4 (forefoot gangrene) and lastly grade 5 (whole foot gangrene). However, the downside of the Wagner classification system is that it does not specifically address the aspect of infection and circulation problem, which are actually the important parameters of diabetic foot ulceration.   However, this method is not really very reliable in assessing ischemia and infection because only useful guidance in the management of each class of ulcer is provided. Nonetheless, a more comprehensive scale has been developed at the University of Texas, which includes risk stratification and expresses tissue breakdown, infection and gangrene separately. According to Abbott et al (2005),   this system is generally predictive of the outcome for it uses four grades of ulcer depth (0 to 3) and then stages them into four stages (A to D) basing on the presence or absence of ischemia and   infection. The classification system assesses the depth of ulcer penetration, the presence of wound infection, and the presence of clinical signs of lower-extremity ischemia. Similarly, the International Working Group on the Diabetic Foot (2004) has proposed the PEDIS classification which grades the wound on a 5-feature basis: Perfusion (arterial supply), Extent (area), Depth, Infection, and Sensation. Finally, according to the Infectious Diseases Society of America guidelines (2004), the infected diabetic foot is sub-classified into the categories of mild (restricted involvement of only skin and subcutaneous tissues), moderate (more extensive or affecting deeper tissues), and severe (accompanied by systemic signs of infection or metabolic instability). In addition to that, another form of assessment for infection is the surface swab. But according to Bowker and Pfiefer (2001), it is inadequate for identifying the type of bacteria causing limb-threatening deep infection. The most accurate and reliable technique involves removing exudates from the ulcer, getting a little tissue biopsy from the base of the ulcer and sending the sample to the laboratory in appropriate aerobic and anaerobic culture material. Plain film radiographs should also be obtained to look for tissue, gas and foreign bodies and to evaluate the infected ulcer for bone involvement. (Sutter Shelton, 2006) Probing to bone using aseptic technique is also done to find out if osteomyelitis is present. Section 4. Wound Management Using the same wound feature that you identified in Section 3; critically discuss the different ways there are of managing this problem. Your discussion must include: The different types of wound care dressings, products and treatments that could be used to manage this problem Other appropriate/related aspects of patient care such as nutrition and positioning How the patient experience can be improved Approximate word count: 800-1000 Your answer here: After a comprehensive assessment, an ulcer management plan must be developed to direct treatment goals. In the treatment of diabetic foot ulceration, the primary goal is to attain wound closure and to control infection (Frykberg et al, 2002). In order to achieve this goal good wound care techniques are required. Part of this wound technique are dressings. Wound dressings represent a part of the management of diabetic foot ulceration. Ideally, dressings should alleviate symptoms, provide protection for the wound and promote healing. (Hilton, Williams, Beuker, Miller Harding, 2002) In line with that, the NHS (2002) released a guide for useful dressings which included dressings for infected diabetic wound. Dressings that are low or non-adhering must be used on infected diabetic wounds with daily dressing changes. According to Foster, Greenhill, and Edmonds (2007), the ideal dressing for infected diabetic foot ulcers are those that fit in the shoes and does not take up too much room, it could withstand shear forces and carry out properly in an enclosed environment, does not increase the risk of infection, absorbs exudates suitably as well as allow drainage and it can be changed frequently and can be removed easily. Hydrocolloids are the best example of such dressings. They contain gel-forming agents, such as gelatin, so when the dressing comes into contact with wound exudate it absorbs ï ¬â€šuid and forms a gel which creates a moist healing environment (Heenan, 2008).   According to Pudner (2001), it is advisable to use hydrocolloids in a diabetic foot ulcer as they absorb exudates and can give a visual indication of the need to change dressing. This kind of dressing can be easily removed by gently lifting an edge of the dressing and pulling carefully upwards to reduce the seal of the dressing on the skin and thus minimise trauma to the wound bed and surrounding skin. (Pudner, 2001) Regular dressing changes are done to monitor deterioration of the ulcer. Dressi ngs with Inadine, Iodoflex or Iodosorb are also used to reduce bacterial inhabitation in the ulceration. Daily Flamazine dressings are also recommended for the treatment of Pseudomonas infection. (Sibbald et al, 2003) When the infected diabetic wound become heavily exudated, foams and alginate may be used because they are highly absorbent.   Hydrogels facilitate autolysis and may be beneficial in managing ulcers containing necrotic tissue. Dressings containing Inadine and Silver may aid in managing wound infection. Occlusive dressings should be avoided for infected wounds. All dressings require frequent change for wound inspection. (Armstrong, Lavery Harkless, 2003) Another management is debridement. The purpose of this is to remove dead or devitalised tissue. (Bowker Pfeifer, 2004) It is also recognised as one of the most important methods of wound bed preparation because it promotes the release of growth factors which contribute to progressive wound healing. (Leaper, 2002) Ulcer debridement is performed to remove unhealthy tissues such as necrotic, callus and fibrous tissue and recondition them back to bleeding tissues in order to facilitate full image of the extent of the ulcer and its underlying problems like abscesses or osteomyelitis (National Diabetes Support Team, 2006).   Offloading must also be part of the management plan for the infected diabetic foot ulcers to relieve pressure from the wound to allow healing to take place. (Doupis Vevies, 2008) However, offloading devices might be impractical for diabetic individuals who are frail or susceptible to falls, and a disadvantage of devices that cannot be removed is interference with b athing and showering. (Caravaggi, Faglia, De Giglio, 2000) In addition to the management stated above, antibiotic treatment is also necessary. The antibiotic regimen should be based on the anticipated spectrum of infecting organisms. (Chantelau, Tanudjaja Altenhofer, 2006) The combination of an aminopenicillin and a penicillinase inhibitor has the required activity but other options include a quinolone plus either metronidazole or clindamycin. (Tentolouris, Jude Smirnoff, 2003)   In addition to antibiotic therapy, It may also be necessary to promote non weight bearing strategies such as bed rest and or use of wheelchair, crutches, walker, or cane. Diabetic individuals may also be advised to replace or modify their footwear. The lack of sensation associated with neuropathy can result in the tendency to buy shoes that are too small or too tight. It is necessary to accommodate any foot changes or deformities. Orthoses or custom-made shoe inserts may be required for pressure reduction. (Armstrong, Lavery, Harkless, 2003) In selecting devices , the ability of a device to remove or redistribute pressure, the ease of application, cost-effectiveness, and ability to gain compliance must be taken into consideration. Proper footcare and general skincare must also be implemented. Feet should be checked daily for further cuts, sores, blisters, bruises or dry skin to prevent further ulcer formation. Bringing blood glucose levels within normal range is essential. (International Diabetes Federation, 2009) Strictly managing diabetes is the first stage in treating all the other complications and even the condition itself. Diet and exercise will almost certainly play a role in preventing as well as treating diabetes. (Embil, 2003) Section 5. Identify a contemporary source of evidence based guidance (i.e. a clinical guideline) which could be used as a basis for providing a high standard of care to patients with this type of wound. Critically discuss how the guidance given in this document might influence your nursing practice including whether you believe there are any omissions or recommendations made that would be difficult to manage in your own placement. Please also comment on whether the Guideline recommendations could be implemented in your home country e.g. Philippines, Sri Lanka, Malaysia, China. You must clearly state the title your chosen guideline document and link your work to other healthcare literature where appropriate. Approximate word count: 400-500 Please start this section by stating the name of your chosen Clinical Guideline. Name of Guideline: Clinical Guidelines for Type 2 Diabetes Prevention and management of foot problems A very crucial statement in the guideline states that diabetic individuals should have their feet and legs examined for specific problems at least once a year. This is highly recommended and should be implemented. Diabetic individuals need help to detect problems when they develop neuropathy and lack of protective pain sensation. If this is carried out, prevalence of infection and other diabetic complications will surely go down. With regards to the whole healthcare setting, the NICE guideline recommends that health care professionals who carry out examinations must be properly trained but specific details of the training are not given. Nurses as well as other members of the healthcare team would need specific trainings most especially on handling equipments as well as imparting management to the affected individuals. It was also mentioned that diabetic individuals with active problems will be seen by the multidisciplinary foot care team that consists of highly trained podiatrists and orthotists, nurses with training in dressing diabetic foot wounds and diabetes specialists with expertise in lower limb complications. However, there is currently a shortage of podiatrists, nurses and other specialised members of the healthcare team. Lack of clarity about the membership of the multidisciplinary team may affect in the implementation of the guideline. Regarding ulcer management, there is a further problem with the section in the NICE guidelines on how ulcers should be managed. One or more interventions are suggested, including dressings, antibiotics to treat infection, and pressure relief by the use of special shoes or total contact casts. However, there is little guidance as to which intervention should be chosen and in which circumstance. Unfortunately, this could lead to a reinforcement of current practice where many patients with diabetic foot ulcers have dressings applied to their ulcers with no further interventions until the ulcer deteriorates. (Rathur Boulton, 2007) Nurses caring for patients with diabetic foot ulcers should understand that, in addition to dressings, patients need effective pressure relief and management of infection. As with regards to the author’s workplace which is a nursing home, although the guideline is flawed, as all guidelines are, the author believes that it will be really helpful in the management of diabetic foot problems since almost all of the residents who have diabetes are experiencing foot problems already. However, it will be better if the guideline made recommendations regarding services exclusive to nursing homes to address to the specific needs of the diabetic residents. The author believes that this guideline is not achievable to the Philippines. In view of the current health care setting of the country, it will be very had to implement the guideline due mainly to lack of funding and a huge shortage of specialist health care professionals. The Philippines is one of the countries in South East Asia that prevalence rate of diabetic foot ulcerations and infections are fast rising (WHO,2004) but unfortunately, the country is also understaffed and underfunded. The author believes that for the NICE guidelines to be implemented whether in the placement or for the whole healthcare setting, it will be necessary to recruit and train a lot of diabetic foot professionals or better yet, educate existing health care professionals. Careful monitoring of the diabetic individuals will be essential as well as imparting proper lifestyle change and management. Reference List Abbot, C.A, Carrington, A.L., Ash, H., Bath, S., Every, L.C., Griffiths, J., et al. (2002). The Northwest diabetes foot care study: incidence of and risk factors for new diabetic foot ulceration in a community based cohort. Wiley.19(5). 377-384. Abbott, C.A., Garrow, A.P., Carrington, A.L., Morris, J., Van Ross, E.R. Boulton, A.J. (2005). Foot ulcer risk is lower in South-Asian and African-Caribbean compared with European diabetic patients in the UK. The North-West Diabetes Foot Care Study,  Diabetes Care, 28(8), 1869–1875. Armstrong, P.G., Lavery, L.A., Harkless, L.B. (2003). Validation of a wound classification system. Diabetes Care. 21 (5). 855-859. Brownlee, M. (2005). The pathology of diabetic complications. Diabetes. 54. 1615-1625. Bowker, J.H., Pfeifer, M.A. (2001). The Diabetic Foot. 6th edition. St. Louis: Mosby Caravaggi, C., Faglia, E., De Giglio, R., Mantero, M., Quarantello, A., Sommaria, E., et al. (2000). Effectiveness and safety of non removable fibreglass off-bearing cast versus a thereapeutic shoe in the treatment of neuropathic foot ulcers: a randomized study. Diabetes Care. (12). 1746-1751. Chantelau, E., Tanudjaja, T. Altenhofer, F. (2006). Antibiotic treatment for uncomplicated neuropathic foot ulcers in diabetes: a controlled trial. Diabetic Medicine. 13. 156-159. Costigan, W., Thordarson, D.B., Debnath, U.K. (2007). Operative management of  ankle fractures  in patients with  diabetes mellitus,  Foot  and Ankle  International, 28(1), 32–37. De Heus-van Putten,  M.A. (1994). The role of the Dutch podiatrist m the treatment of diabetic feet. Journal of British Podiatric Medicine,49(42), 161-164. Department of Health. (2002). National service framework for  diabetes. London: HSMO. Diabetes UK. (2004). Epedimiology and Statistics. London: HSMO Doupies, J., Vevis, A. (2008). Classification, diagnosis, and treatment of diabetic foot ulcers. Retrieved March 30, 2009, from woundresearch.com/article/8706. Embil, J. (2003). Getting to the bottom of the diabetic foot. The Canadian Journal of CME. 3:76-86. Foster, A.V.M., Greenhill, M.T., Edmonds, M.E. (2004). Comparing two dressings in the treatment of diabetic foot ulcers. J Wound Care. 3: 224-228. Frykberg, R.G., Armstrong, D.G., Gurini, J., Edwards, H., Kraviette, M., Kavitz, S., et al. (2002). Diabetic foot disorders: a clinical practice guideline. The Journal of Foot and Ankle Surgery. 39(5). Hall, M.J. DeFrances, C.J. (2001).  National Hospital Discharge Survey. Advance data from vital and health statistics; No: 332, National Center for Health Statistics:Hyattsville. Heenan, A. (2008). Frequently asked questions: hydrocolloid dressings.   Retrieved February 2007 from www.worldwidewounds.com/1998/april/Hydrocolloid-FAQ/hydrocolloid-questions.html Hilton, J.R., Williams, B.T., Beuker, B.M., Harding, K.G. (2004). Wound dressings in diabetic foot disease. Medline. 1:39, 100-103. International Diabetes Federation. Diabetes. (2009). atlas 2nd edition. Brussels. Leaper, D. (2002). Sharp technique for wound debridement. Retrieved December 15, 2005 from www.worldwidewounds.com/2002/december/leaper/sharp-debridement.html Medina, A,, Scott Paul, G., Ghahary, A. Tredget Edward, E. (2005).   Pathophysiology of chronic nonhealing wounds,  Burn Care Rehabilitation,  26(4), 306–319. .National Diabetes Support Team. (2006). Diabetic foot  guide, NHS Clinical Governance Support Team. London: NHS. National Health Service . (2002). Diabetic Foot Ulcer Dressings Guidance and Referral Advice. Leicester. National Institute for Clinical Excellence. (2004). Prevention and Management of foot problems in people with type 2 diabetes. Retrived January 2002 from nice.org.uk/nicemedia/live/10934/29246/29246.pdf Pham, H., Armstrong, D.G, Harvey,   C., Harkless, L.B., Giurini, J.M. Veves, A. (2000). Screening techniques to identify people at high risk for  diabetic foot  ulceration: a prospective multicenter trial,  Diabetes  Care, 23(5), 606–611. Pudner, R. (2001). Hydrocolloid dressings in wound management. Retrieved February 2007 from www.jcn.co.uk/journal.asp?MonthNum=048 Rathur, H.M Boulton, A.J. (2007). The diabetic foot. Clinics in Dermatology, 25(1),109-201. Reed, J.F. (2004). An audit of lower extremity complications in octogenarian patients with diabetes mellitus,  International Journal of Lower Extremity Wounds, 3  (3), 161–164. Reiber, G.E., Smith, D.G.,    Wallace., C.,(2002). Effect of therapeutic footwear on ulceration in patients with diabetes. Journal of the American Medicine Association. 287: 2552-2558. Sibbald, R.G., Williams, D., Orstead, H.R., Campbell, K., Keart, D., Krasner, D. et al. (2003). Preparing the wound bed: Focus on infection and inflammation. Ostomy/Wound Management. 49 (11). 24-51. Sutter, J.H., Shelton, D.K. (2006). Three phase bone scan in osteomyelitis and other musculoskeletal disorders. Diabetes Medicine. 24 (12). 93-98. Tentolouris, N., Jude, E.B., Smirnoff, I. (2003). Methicillin resistant Staphylococcus Aureus, an increasing problem in the diabetic foot clinic: a worsening problem. Diabetic Medicine. 20 (2). 159-161. Veves, A., Giurini, J. LoGerfo, F. (2006).  The Diabetic Foot: Medical and Surgical Management.  Totowa, NJ: Humana Press. Vileikyte, L. (2001).   Diabetic foot ulcers: a quality of life issue.  Diabetes Metabolism Research and   Review,17(4), 46–249. Wagner, F.W. (1987). 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A Serious Games Overview Education Essay

A Serious Games Overview Education Essay Computer and video games are normally known understood as a form of entertainment. However, surprisingly and rapidly they are becoming recognized as providing a powerful means for learning and being called Serious Games, both among educators and the game development community. A lot of research is being conducted to explore Serious Games possibilities. This paper investigates the notion of games as means for learning/training Serious Games, will look to the available definitions, investigate its relations with other terms and categories Entertainment/ Learning /Gamification show its applicability, limitations and lastly we will suggest future studies to be conducted about it. Introduction: Todays serious games is a big and serious business; the serious game sector is expected to grow significantly in the medium term. In 7th of July 2010 IDATE (market analysis and consulting firm) released its Serious Games market report where is estimated that serious games in 2010 generated 1.5 billion EUR in revenue around the globe, and that by 2015 sales will be almost seven times what they are in 2010 with an average annual growth rate of 47% between 2010 and 2015. [1] A key question, when discussing serious games, is what the concept itself actually means. Even a brief survey of the literature soon reveals that there seems to be as many definitions available as there are actors involved, but most agree on a core meaning that serious games are (digital) games used for purposes other than mere entertainment. Another question of interest concerns the claimed positive effects of such games, or of applications from related and sometimes overlapping areas Entertainment, Learning and Gamification. In addition to obvious advantages, like allowing learners to experience situations that are impossible in the real world for reasons of safety, cost, time, etc. (Corti, 2006 [2]; Squire Jenkins, 2003 [3]). However, it is not the case that all games are good for all learning outcomes (van Eck, 2006 [4]). The aim of this paper is to take a closer look at some aspects of these issues. A lot of emphasis is putted into gaming, gaming types, gaming advantages and disadvantages. There been many studies about it, as people looking to it as the new innovative way that may enhance our life. We will start our research by defining Games in general to subset from it Serious games, then explore SG definitions, explore SG relation with Entertainment games, Learning and Gamification. After that we will look to SG attributes, applicability, limitations to finally suggest some potential research area. An overview of Games: This paper focuses on the domain of serious games and since SG is a subset of games we will take first a look at Game definition to conclude from their a start point for our research. A game is a system in which players engage in an abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome often eliciting an emotional reaction. By Koster is his seminal work A Theory of Fun [5] According to Caillois play and games fall on a continuum between what he terms ludus, rule bound games and paidia, anarchic playing, therefore we need first to differentiate between game and play. Whereas the word play is used for games as well as for toys, there is a difference. Following Caillois concept in his book Man, Play and Games (2001)[6] we can light on the difference, Caillois describes paidia and ludus as two poles of play activities. Where paidia (playing) describes free-form, expressive, improvisational behaviors and meanings, ludus (gaming), on the other side, characterizes rule-based playing with determined goals. In matter of serious games we are talking about ludus with a context of having a purpose behind playing the game. So we can define play as it is less the opposite of seriousness than the vital ground of spirit as nature, a form of restraint and freedom at one and the same time. (Gadamer, 1986) [7] The Concept of Serious Games: The term serious game is not new; the first time term was introduced by Clark Abt who discussed the term in his Serious Games book in 1970. [8] Serious games usually refer to games used for training, advertising, simulation, or education that are designed to run on personal computers or video game consoles. However searching the web, a number of different definitions are available, such as: Games that do not have entertainment, enjoyment, or fun as their primary purpose (Michael Chen, 2006, p. 21) [9] The use of computer game and simulation approaches and/or technologies for primarily non entertainment purposes by (PIXELearning.com, 2006) [10] Game-based learning/serious games is all about leveraging the power of computer games to captivate and engage end-users for a specific purpose, such as to develop new knowledge and skills. According to Corti (2006, p.1) [2] Serious game is a mental contest, played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives. by Zydas (2005, p.26) [11] When comparing serious games with just computer games, Zyda argues that serious games have more than just story, art, and software. It is the addition of pedagogy (activities that educate or instruct, thereby imparting knowledge or skill) that makes games serious. However, he also stresses that pedagogy must be subordinate to story and that the entertainment component comes first. [11] Some consider fun the prime factor in games and education and, according to Prensky (2001) [12], games should be fun first and then should encourage learning. Similarly, Michael and Chen (2006) [9] argue, with regard to serious games, that the main point is to get players to learn something, and, if possible, have fun doing it. Fun, however, is neither the only form of entertainment, nor the only way to engage players in a game. Besides fun, there are several elements that contribute to players engagement. According to Corti (2006) [2], the motivational virtues of video games are what initially attract training and development professionals to turn to game-based approaches, but there is a lot more to game based learning/serious games than simply using fun as a means to engage learners. Related Concepts to serious Games: There are related and sometimes overlapping domains to Serious Games (Entertainment, Learning and Gamification) which we need to distinguish their relativity to Serious Games. Serious Gaming vs. Entertainment Gaming: An adequate question to ask is how serious games differ from entertainment games. The below table compare Serious Games and Entertainment Games from Michael and Chen (2006) [9] view points where they discuss it from a design and development perspective following four criteria to compare Task/Experience, Focus, Simulations and Communication Serious games Entertainment games Task vs. rich Experience Problem solving in focus Rich experiences preferred Focus Important elements of learning, To have fun Simulations Assumptions necessary for workable simulations Simplified simulation Processes Communication Should reflect natural (i.e., non-perfect) Communication Communication is often Perfect The differences between entertainment games and serious games -Table 1 For serious games it is more important for the players that the model or simulation can be used to solve a problem, than providing rich experiences of the kind sought by hardcore gamers. Further, for serious games it is essential that the most important elements of learning are in focus and that the assumptions necessary for making a simulation workable are correct, which if not; the simulation will teach the wrong kinds of skills. Entertainment games, on the other hand, allow players to focus on the fun parts and to use a number of techniques for simplifying the simulation processes. In serious games, Michael and Chen (2006) [9] argue, it may be important to rethink the use of such simplifying techniques. For example, serious games should respond more to the conscious decisions made by players than to chance, and therefore randomness may be inappropriate. Another example is communication, which often is perfect (i.e., without delays and misunderstandings, etc.) in entertainment game s, whereas some serious training applications should rather reflect that communication hardly perfect. As with simulations and serious games, the distinction between entertainment games and serious games is not very clear either. It is evident that it is the goal of the first to entertain, and of the latter to educate/train/inform the player. However in some situations entertainment games are used for serious purposes as well. In addition to that serious game designers, researches argue that fun can be a crucial element to motivate a player to continue playing a serious game. SG and Learning: The recognition and adoption of games as learning technologies has helped educators in utilizing games as a means for providing serious learning opportunities for players. With games understood as learning technologies, the question arises as to whats different about the learning when games compared to that typically within schools. One of the more obvious differences resides with the control afforded to the learner as player, where the state of control is typically afforded to players in games and teachers in schools. Games, therefore, present a learner-centered approach to learning, whereas traditional education presents a teacher-centered approach. The other different is that in games it is up to players to construct for themselves, their own knowledge, whereas in the latter, it is up to teachers to transfer knowledge to the learner. So the two processes of teaching and learning can be argued as quite different. Learning can be understood as a process whereby learners active construct knowledge through experience and interaction, whereas teaching traditionally is a process by which teachers distribute knowledge to learners through transmission The design of serious games games with a focus on education should be about creating meaningful experiences and activities for players, rather than a means for transmitting knowledge from the game to the player Serious Games and Gamification: Serious games and gamification are both trying to solve a problem, motivate people, and promote learning using game-based thinking and techniques. Serious games tend to take the approach of using a game within a well-defined game space, while gamification tends to take the use of a game outside of a defined space and apply the concept to items like walking up steps piano stairs. So we can say that serious games are created by using game-based mechanics, philosophy, and game thinking to engage people, motivate action, promote learning, and solve problems. In other words, they are created through the gamification of traditional learning content. [8, 11, 13] Serious Games Attributes: Now after defining serious game and discuss it, in relation to other related concept, we need to highlight some of the common game attributes that must be taken in consideration when developing it .These are some suggested attributes by Anne Derryberry [14]: Back-story and story line: Every game has a story upon which it is based, and a story line that it follows, even if inferred. The story line is not the game play itself, but rather the rationale for the game play. Game mechanics: These handle all the specific functions within a game, including such things as how the games physical world behaves; in-game weather; and the actions a character takes when given a command. Rules: The corollary to game mechanics are the rules of the game ,the constraints in game play that exist on every players actions and abilities Immersive graphical environment: This is the sensory representation of the experience layer of the game, including 2D/3D graphics, sound, and animation. This environment can be static (it resets at the end of each player session) or persistent (it continues to evolve even when a player isnt logged in). Interactivity: This focuses on the impact a players actions have on the world and includes issues of persistence and player interaction Challenge/competition: This is at the heart of any game. The competition might be against the game, against ones self, or against other players. Risks and consequences: These must attend every challenge, but they exist in the safe game environment where the consequences of an action or decision do not impact the real world. Serious Games Advantages: The idea of using games for work and in workplace generates a lot of excitement and appeal to both employer and employees. This excitement is a result of the advantages games. Some of this advantageous are as follows [15]: Engagement: Games are compelling and maybe addictive and the engagement it produces is hard to match with other training methods. Games feel safe: Games provide a safe place to practice, where learners know they will not be penalized for their mistakes. Playing games can be a safe place to try different approaches, to experiment, and to make mistakes and to fail. Reduce Cost and Complexity of training: The cost of developing game is usually lower than cost of other types of training. Get direct feedback: It is often possible for the educator to watch or replay complex learner actions during the game, something that would be difficult to achieve in a real-life demo. Situated cognition: Games are effective partly because the learning takes place within a meaningful (to the game) context. What you must learn is directly related to the environment in which you learn and demonstrate it; thus, the learning is not only relevant but applied and practiced within that context By researcher Van Eck, The most common application areas for Serious Games are: Health Care: Applications range from patient treatment to health education for medical practitioners. As an example of SG in medical staff training, haptic technology provides people a sense of touch in computer-generated environments [16]. Military/ Government: Using game-based simulations, the military saves significant amounts of money, cutting expenditures in fuel, ammunition, maintenance, and so on. In addition, games are generally orders of magnitude safer than live training while still offering significantly realistic and useful training experiences. For example, Americas Army [AME 05] [17] Corporate: The use of games in the corporate environment represents one of the fastest growing sectors of the serious games industry. Companies like IBM, CISCO and other technically savvy companies already use simulations and games to motivate staff to learn specific job-related skills [18] Games for Good: Games for Good leverages game mechanics for social benefit. Games created for this segment of the industry hope to teach, train or simply generate awareness of a topic, an issue or a societal problem, therefore creating change in thinking, actions or attitudes. Ex: Games that teach young people to become globally conscious citizens, contributing their own solutions to social issues [18] Education: Games are changing the way children learn, helping them think differently and stimulating new ways people of all ages can use their minds. Limitations of Serious Games: Although games can be effective learning environments, not all games are effective, nor are all games educational. Similarly, not all games are good for all learners or for all learning outcomes. By- Diana Oblinger, 2006 Some of the possible issues that may limit Serious Games benefits and that need to be considered are as follows: Playing the game becomes more important than the learning Cost of producing a game exceeds learning return on investment Game takes a long time to produce and is ineffective at training Game too easy or too hard Learning curve to start playing game is too high for the target audience Learner remembers game but not content Other learning tools may be more effective Information incomplete or inaccurate in the game The game is too difficult to maintain or keep up to date Keys to Success in Serious Games How to make it work? How to ensure the purpose of the serious game is achieved? Suggesting here some tips to make serious games achieve its purpose and get the ultimate desired result. [19, 20, 21] Know your target audience: People are different and so can be learners who will like different types of games, so its recommended to provide more than one game, targeted to different audiences as to cover the different needs of people. Focus in on specific objectives and outcomes: Choose a game that supports the learning objectives and content, but balance this with the requirements of game play. Dont make the game too easy: Easy learning games do not produce good learning outcomes. Learners are more likely to remember when things go wrong Use competition and/or collaboration: As competition motivates learners and collaboration allows social learning that is effective in motivating behavioral change. Test: Even the simplest games can have unexpected faults. Consider having learners create their own games: This can be useful exercises because it requires the student to think through the subject thoroughly and think of challenges they may like to have. Future Research: How to prove that Serious Games business is really worth it and how to calculate the ROI? I believe this is one of the hardest question facing serious games, as such a 1:1 relationship between a game and a desired outcome is often hard to tease out in something as nebulous as diversity training. Another interesting search area will be a Customized Serious Games design represents a new, complex area of design for the game world. Where designers have unique opportunities to make a significant contribution to game design, by organizing game play to focus on changing, in a predefined way, the beliefs, skills, and/or behaviors of those who play the game, while preserving the entertainment aspects of the game experience all based on different users needs. Conclusion: The fact that games are part of our everyday life in one way or another cannot be ignored; and examples can vary from our direct gaming plays a game on your smart phone or online using your social network profile with your direct intent to play to indirect gaming collecting points via grocery shop cards without your intent to play. Games main goal is entertainment, but they have more universal applicability that gave extra functions in various aspects of everyday life. Which produce Serious Games, the games that are intended to not only entertain users, but have additional purposes such as education and training. They can be similar to educational games, but are primarily focused on an audience outside of primary or secondary education. Serious Games can be of any genre and many of them can be considered a kind of edutainment, but the main goal of a serious game is not to entertain, though the potential of games to engage is often an important aspect of the choice to use games as a teaching tool. When deciding to use a game for training, its important to clearly state your learning objectives and to determine exactly what advantages the game will provide to the player. If the game is too easy or too hard, or does not focus on the objectives, it may simply waste the learners time. Depending on the type of game you intend to use, you may need to go through a substantial testing phase to ensure success. A serious game is usually a simulation which has the look and feel of a game, but is actually a simulation of real-world events or processes. The main goal of a serious game is usually to train or educate users. Furthermore, in order to stimulate the learning effect of the players/trainees experiments, direct feedback from the game on the actions of the players is essential. Designing effective, engaging serious games requires theoretical understanding of learning, cognition, emotion, and play.

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