Community Health Partnerships Essay Example for Free

Community Health Partnerships EssayCommunity Social groups of any size whose members reside in a specific locality, division government, and often nurse a common cultural and historical heritage. A social, religious, occupational, or other group sharing common characteristics or interest and perceive or perceiving itself as distinct in some respect from the larger gild within which it exist ( Stanhope Lancaster, 2012). Community Health Refers to the wellness status of a defined group of people, or association, and the actions and conditions that protect and improve the health of the community. Those individuals who make up a community live in a somewhat localise area under the same general regulations, norms, values, and organizations. For example, the health status of the people living in a particular town, and the actions taken to protect and improve the health of these residents would constitute community health (Green Ottoson, 1999). ). Community Health is the meeting of collective needs by identifying problems and managing behaviors within the community itself and between the community and the larger society (Stanhope Lancaster, 2012).Community as Client The concept of community as client is based on the assumption that community nursing practice is community oriented, seek healthful change for the whole community. The community is a client only when the nursing focus is on the collective of common good of the population rather of on individual health (Stanhope Lancaster, 2012).Community Health Partnerships defines as voluntary collaborations of diverse community organizations, which have joined forces in order to pursue a shared interest in improving community health. Community Health Partnerships differ from traditional community organizations in their mix of public and private members and they alter from grass roots organizations with their inclusion of multiple constituents and stakeholders. (McKenzie Smeltzer, 1997) Lay community mem bers have a vested interest in the success of efforts to improve the health of their community. Lay community members who are recognized as community leaders also possess credibility and skills that health professionals lack. Therefore, successful strategies for improvingcommunity health must embarrass community partnerships as the basic means, or key, for improvement (Stanhope Lancaster, 2012).Overall impression of participating familys community and environment is an inner suburb of New York metropolis named Hackensack, New Jersey, a city in Bergan County, New Jersey. Located 12 miles north west of Midtown Manhattan and about seven miles from the George Washington Bridge, from a number of locations, you usher out see the New York City skyline. The Metropolitan campus of Fairleigh Dickinson University borders the Hackensack River. The city is known for a great diversity of neighborhoods and land uses existing in very close propinquity of each other. Within its borders are a mass ive medical center, a trendy high-rise district about a mile long, classic suburban neighborhoods of single family homes, stately older homes on acre-plus lots, older two family neighborhoods, large garden apartments complexes, industrial areas, the Bergan Count Jail, a tidal river, and Hackensack River County Park. Cultural Diversity and unprotected Populations present in the Community The racial make-up of the city was White, African American, Native American, Asian, Pacific Islanders, Hispanic or Latino. My participating family consists of an African American cleaning woman C.R. 68 years young whose family lineage is African American and Dutch, shares a lovely suburban two- family home with her daughter K. R. who is 48 years young and her carriage partner S. M. who is thirty nine years young and a native of the British Virgin Islands. It is my understanding from the family that same sex households are most sure as shooting part of the community as well as interracial couples. The home is very nicely decorated, well-kept and the grounds are well manicured. The fact that the junior ladies are a same sex couple makes them part of a vulnerable population. I asked if there were any prejudice or pressure they have from the neighborhood regarding their lifestyle? They both responded there is no pressure or prejudice put upon them. I must mention the time I have begun to spend with them, talking and observing their behaviors with one another, I have to say, there is more love between the two of them than some heterosexual couples have in their little finger for each other and they are not embarrassed by their life style nor do they hide who they are. They are both comely people inside and out. Aspects of the Community that could affect residents health Thefactor in the community that could affect health is the fact that there are many industrial areas surrounding the communities. The chemicals, fumes, and gases that are put into the air of the community and i nhaled by all potentially could be of danger to the community. The County Jail and the potential of escaped criminals pose a threat to the community Flooding is a potential threat during hurricanes and storms. Reproductive and Sexual Health of Lesbian, Gay, Bisexual, and Transgender Health is relevant to the community in that the goal is to deem and improve health and well-being. LGBT individuals encompass all races and ethnicities, religions, and social classes. Eliminating health disparities and enhancing efforts to improve health are necessary to ensure that LGBT individuals can lead long goodish lives (healthy 2020),REFERENCESGreen, L.W., Ottoson, J. M. (1999). Community and Population Health, (8th ed.) Boston WCB/McGraw-Hill McKenzie, J. F., Smeltzer, J.L. (1997). Planning, Implementing and Evaluating Health Promotion Programs A Primer (2nd ed.), Boston Allyn Bacon. Stanhope, M., Lancaster, J. (2008) (8th ed,). Population-Centered Health Care in the Community. St. Louis, MO. http//www.healthypeople.gov/2020/topics

Relationship Between Teacher And Students

Relationship Between Teacher And StudentsSimilarly according to Moloi et al. (as cited in Mtika Gates, 2010), throng give out is one of the strategies that place be useful in assimilator-centered approaches. It does non only help students to discuss and shargon ideas with each other, scarcely it also helps to improve students understanding of some concepts and devise their communication skills. In the student-centered classroom, the teacher has to think of students needs and the classroom is considered as a place where students work together, in groups and as individualists by encouraging them to inquire part in the erudition transition all the time (Jones, 2007). In the student-centered classroom, the teacher should be intimate well-nigh their students background. Teachers should consider what they may know or do not know about their students because it helps to create the classroom conditions that argon responsive to the learning needs of the students (Hodson, 2002). F urthermore, in mixer constructivist classrooms the relationship between teacher and students are much more dynamically involved, so that the teachers role is much more demanding to allow and actively promote recognition, evaluation, and reconstruction (Gunstone and Northfield as cited in Hand et al., 1997). The size of it for utile student-centered classrooms passel be organized into large group (class with 25-30 students), medium size (5-8 students), small group (3-5 students), pair group (2 students) and a teacher and a student (only in special condition) (MoEYS, 2002a). Furthermore, classroom arrangements, especially classroom space and resources like chairs and tables for large group activities are also important because appropriate resources helps to embody the effectiveness and efficiency of command to the students.2. 4 Definition of the Student-Centered Approaches to Learning The terms student-centered approachesand learner-centered approachesto learning are the same an d whilst some articles use the term student-centered approaches and other articles used the term learner-centered approaches, the two terms were used interchangeably. Both terms focus on the needs of students who as learners are actively involved in the learning process (Utecht, 2003). The term student-centered approaches is used in this study because this term is formally applied in Cambodian curriculum and ministry educational literature. Moreover, the student-centered approaches are broader for example, a student can be defined as learner, but a learner may not be defined as student. For example, a man wants to know about the educational law in Cambodia, so the man can go to library or search in the MoEYS website to read and learn about the law. The man therefore is not a student, but he is a learner. The student-centered approaches to learning are defined as precept methodologies associated with an approach to learning where students are the main characters in the learning proce ss, and actively learn in a socially interactive way (Brush Saye, 2000). The student-centered approaches are designed to assist students to learn stovepipe from meaningful life experiences, social interactions, and scientific experimentation (Pedersen Liu, 2003). The student-centered approaches to learning focus on individual students needs and growth, because these approaches are intended to develop the potential of all(prenominal) individual student and encourage their personal growth and interests (Morris, 1996). The student-centered approaches are also considered effective alternatives to the traditionalistic teacher-centered approaches. Similarly according to Courtney (2008), it looks very different from the traditional instructive teaching methods that are widely applied in Cambodia. These traditional teaching methods depend on the direct instruction of the teacher and verbal and written repetition with little emphasis on understanding but strong emphasis on memory and recall. Kember (as cited in ONeill McMahon, 2005) and Hirumi (2002) stated the student-centered approaches are in contrast to the traditional teacher-centered approaches. In the teacher-centered approaches, teachers are at the center of the learning and teaching process and provide instruction to students the students are the empty vessels into which the teacher pours their acquaintance. This view contrasts sharply to that of constructivist opening where we see that students are central to the learning process, they are not viewed as empty vessels but rather actively participate in making intimacy by thinking and solving problems for themselves, and developing their self-esteem that is essential for learning and decision-making throughout life (American Psychological Association, 1993 Hirumi, 2002 MoEYS, 2005). The core principle of the student-centered learning approaches is that students bring forth different abilities, needs, and interests for how they learn, and they const ruct association and meaning and learn in different ways (Brady, 2006 Murdoch Wilson, 2008 Hirumi, 2002). The American Psychological Association (1993) stated that students have various capabilities and interests for learning. Individuals are innate(p) with and develop unique capabilities and talents and have acquired through learning and social acculturation different preferences for how they like to learn and the pace at which they learn (American Psychological Association, 1993, p. 9). accord to Meyer Jones (as cited in Hirumi, 2002), in the class students talk, listen, write, read, and reflect on content, ideas, issues, and concerns in order to construct their own meaning. In student-centered environments, learners are given direct access to the cognition-base and work individually and in small groups to solve authentic problems (Hirumi, 2002, p. 506). Similarly, according to Jones (2007), a student-centered class is a place where students needs are considered, as a group an d as individuals, and students are encouraged to participate in the learning process all the time. At different times, students may work alone, in pairs, or in groups. As a theory of epistemology, constructivism proposes that students bring their existing experiences and beliefs, as well as world views and their cultural histories, into the learning process when they internally build knowledge by interacting with the environment (Yilmaz, 2008). Constructivism is considered as a process that students actively construct their knowledge upon knowledge that they already have (Motschnig-Pitrik Holzinger, 2002). Social constructivist, Vygotsky believed that learning is a social process in which learners developed understanding through interaction with the environment around them (Brush Saye, 2000, p. 5). According to Jonassen Duffy Jonassen (as cited in Brush Saye, 2000), the need for more student-centered learning activities have been promoted by the supporters of the constructivist epistemology of learning. In short, the key characteristics of the student-centered approaches to learning emphasize studentsprior knowledge and experience, developing Bloom Taxonomy thinking skills, especially critical thinking and problem solving, exploring individual learning needs and interests, promoting active student involvement, and developing motivation for life-long learning (American Psychological Association, 1993 Brush Saye, 2000 Hirumi, 2002 Mtika Gates, 2010). However, there is no single schema that helps students to have effective learning all the time and there is no teaching strategy that is better than others in every circumstance. Each teaching strategy has its strength and weakness, so teachers need to make decisions and chose teaching strategies that help their students to achieve the learning outcomes (Killen, 2003). Similarly according to Hab Em (2003), to choose and effectively apply a teaching strategy the teacher has to judge many times because selecti ng an appropriate teaching strategy is based on the decision whether we provide knowledge to students through direct instruction (teacher-centered approaches) or indirect facilitation (student-centered approaches).2. 5 Student-Centered Learning as Adopted by the Cambodian Ministry of Education 2.5.1 Vision of learning and teaching Learning has many styles such as learning by seeing, audience, writing, reading, watching television, self-experiment, practice, thinking, playing games, study tour and so on. These styles of learning provide knowledge to the learners. However different learning can have different result. Learners may produce different learning outcomes with a different learning style to another student (MoEYS, 2002b). For example, those who learn by listening will forget all or remember a little after several days. Those who just stand and see people swimming cannot swim, but if they learn to swim themselves, they can swim effectively. People therefore can do something when they involve themselves. According to Confucianism, it is believed that If you tell me, I will forget. If you show me, I may remember. But if you involve me, I can do and understand (MoEYS, 2008). The Cambodian governments vision of the purposes for learning and teaching roles has gradually changed between societies and from one a period of time to another (MoEYS, 2002a). Previous teaching methods considered effective and appropriate was when teachers were considered to be the knowledge providers. Teachers provided knowledge and told students, and students listened to teachers and followed teachers without developing their own ideas or understanding. In this consideration teachers had the power because they had the knowledge that students needed to be able to progress through the education system. This vision was later officially abandoned because the learning outcomes were considered unsuitable to both the needs of the country for skilled thinkers and they compared poorly to the wider international educational context. In the following period, another new teaching method was integrated called question and wait on method. The teacher raised questions and the students answered. This method was adopted in the belief that it would bring better results for students. The question and answer method was later changed and reformed to what was known as the active method because this method required much relationship between teacher and students. For the last vision, it was believed that creation only relationship between teacher and students was not enough. To have better result for students, relationship between students and students must be created in the teaching and learning process. Teachers have to prepare students to work in groups, so students can exchange their ideas, work cooperatively, and help each other in learning. This last vision is a very important part of student-centered approaches (Hab Em, 2003 Inspector, 2002 Ung, 2008). These approaches to learning and teaching shifted the power reposition of the teacher from one who held all the knowledge to a more equal one where teachers partner with, sometimes lead, their students into new understanding and knowledge. 2.5.2 article of faith and theory Theories that are applied and relevant to teaching and learning in the current Cambodian school system areLearning is creating new knowledgeLearning is exchanging experience (Inspector, 2002) The theories of learning above are also clearly identifiable as concepts of constructivism. Although constructivism is not a theory of learning, the principles have been applied by many educators in teaching and learning, especially, but not only, in science education (Han et al., 1997 Yilmaz, 2008). Constructivism emphasizes that knowledge and meaning are constructed by the human mind in effect learners create links between their existing knowledge and new experience and make new knowledge structures and meaning (Yilmaz, 2008). The role of te achers and students are changed by the adoption of the student-centered approaches to learning. Students are given greater responsibility for their learning and the teachers roles change where they become more coordinators or facilitators of the learning experiences. Students are encouraged to explore the knowledge by themselves and with other learners and the teachers help the learning process by showing students paths of knowledge. In this new role in the classroom, the teachers become part of the learning process and acts as a guide and a resource for the students (Utecht, 2003). Furthermore, the importance of school is to provide multiple opportunities to students to create knowledge and understanding by themselves through research, really experience and solving problems.

Overview of Mammography and its Importance

Over persuasion of Mammography and its ImportanceMammography is the radiographic imaging of the hearts. It is a special diagnostic and masking piece tool of the human chests. A mammography is done with specific x-ray equipment which is able to find tumors too small to be felt. Mammography examinations ultimate goal is the early undercover work of pinhead cancer, typically done commention of characteristics masses and / or micro calcifications. A mammogram is the best radiographic order available for early converges cancer detection. It is ideal and indispensable for women above the hop on of 40 years old, for whom the risk of breast cancer is increased. Like x-rays, mammogram uses doses of ionizing radiation to create roles hardly at trim dose amplitude-x-rays (most often around 0.7mSv). Radiologists then(prenominal) analyze the produced meets for any abnormalities. A perennial wavelength x-rays (typically Mo-K) is normally used for mammogram comp ared to those used i n radiography of bones. Like many other medical tests, mammograms are not 100% accurate. Therefore, a regular mammogram scheduling is needed to detect any early breasts changes before any obvious signs or symptoms show up. It is also scientifically proven that mammogram can reduce breast cancer mortality rate by much than a third. Despite its function in early detection of breast cancer, mammography has a false-negative (missed cancer) rate of at least ten percent. This is due to the dense tissue obscuring the cancer and the large overlap of cancer appearance in mammograms with normal tissues appearance.Mammography first started in 1960s. However, late mammography has only existed since 1969 when the first x-ray unit dedicated to breasts imaging was made available to the public. Such examination as a screening device became standard practice by the year of 1976. Mammography then continues to improve as paltryer dose of radiation able to detect smaller strength problem earlier. T hrough stunned the years, mammography has made advances to further improve its diagnostic ability. Digital mammography and computer aided detection are two examples of novel advances in the field of mammography. Digital mammography, also known as full field digital mammography (FFDM), is a mammography system in which solid-state detectors that convert x-rays to electrical signals replace the conventional x-ray film. These detectors are similar to those found in digital cameras where electrical signals produced are used to create images of breasts which are then project on a computer screen or printed on a special film similar to conventional mammograms. A digital mammogram is essentially the similar as a conventional film screen mammogram. Computer aided detection (CAD) systems help to detect abnormalities by using computer parcel. A digitized mammographic image that can be obtained either from a digitally acquired mammogram or a conventional film mammogram is used by the comput er aided systems. The computer software then searches for abnormal areas of mass, density or calcification that may indicate the presence of cancer. It spirited slatternlys the abnormal areas on the images, alerting the radiologists to the need of further analysis.A special mammography motorcar is used for the screening of breasts. The mold comprises of an x-ray tube connected to a breasts support which houses the film cassette or imaging device on a C shaped arm, with moveable compression paddle between the two. There are few standard functional requirements for the mammography machine in order to produce a good quality image. The high voltage generator of mammography machine shall supply a near direct current high voltage with ripple slight than 5 percent. some modern mammography machines have a automatic selection for kilo voltage (kVp) output in order to optimize contrast. The generator produces a constant potential and the high voltage applied to the tube must be from 22 t o 35kVp in increments of 1kVp. The focal spot size of mammography machine should be as small as possible to ensure adequate resolution. A focal spot size of 0.3mm is recommendable for general mammography and 0.1mm (small focus) for enlargement gets. The tube current of mammography machine should be set as high as possible in order to minimize exposure time and thusly reducing the likelihood of deed artifact. A moving grid with grid factor of less than 2.5 at 30 kVp is essential to ensure optimum image quality. An automatic exposure obligate (AEC) is important in mammography machine. This is due to the wide variation in breasts sizes and compositions. There is little scope for mAs selection errors as at that place is a need for high radiographic contrast and consequently the system has low latitude. As for image recording material, most of the mammography facilities are still utilizing traditional cassettes, intensifying screens and individual emulsion film with processing be ing taking place. Mammography usually uses cassette containing a single intensifying screen and the film which is usually green sensitive has a single emulsion layer. Both these equipment are essential to give optimum resolution. A mammography film requires high spatial resolution. It should has enough speed to ensure that the dose is refreshing without being so fast that it causes visible quantum mottle and high contrast with enough latitude to show some(prenominal) dense glandular tissue and the bark edge. Quality control, assurance programs and strict processing parameters are vital to ensure the standard in film quality is not compromised. Any reduction in film quality may lead to misinterpretation of image and incorrect diagnosis. In the modern days, digital mammography is slowing making its way to the imaging field. This modern modality has some advantages over the conventional film mammography. The examination time and time between examining patient ofs decreases as chemi cal processing and changeover of cassette is no longer necessary. Markers can be applied on image digitally. Images produced can also be manipulated. One of the major advantages of image manipulation is the ability for image outburst with significantly less unsharpness compared to those associated with macro or magnification images that are sometimes required to demonstrate suspicious areas already seen on mammograms. Unlike the conventional magnification views, digital magnification does not involve an additional exposure to radiation. endurings are required to do some preparations prior to a mammography examination. Fasting or manifestation in particular dietetic rules days before mammogram examination is not necessary. However, for women sensitive to caffeine, they shall refrain from taking caffeine containing products such as cola, chocolate and deep brown two weeks before undergoing the test. This is because caffeine could make the breasts more tender which may proceed the quality of radiograph. Menstrual cycle phase usually does not affect the outcome of the examination. However, it is also highly recommendable to schedule for mammogram one week following patients menstrual cycle. This is so as the breasts are less tender compared to that during pre-ovulatory and postovulatory period (half cycle) as well as during premenstrual period. It is also advisable for patients to wear two piece clothing on examination day to ease the undressing process for mammogram. Cosmetics, oils, creams, application program and talc or deodorant must not be applied hours prior to test at the underarms and breasts areas. Failure in doing so may end in those appearing in mammogram as calcium spots. Patients are also encouraged to bring along all previous mammograms for comparison purposes by the radiologist. Most often, mammograms are done on older patients compared to younger patients. this is due to the breast tissue changes during life. The breast tissue density in you nger women often makes mammogram sooner difficult to interpret. However, as women age increases, some changes in the structure of breasts occurs as glandular and fibrous tissues reduce in size and this results in breasts tissues become more fatty. On the examination day, a simple interview with the patients is conducted before the examination takes place. They will be asked on any prior surgeries invoice, family or personal history of breasts cancer as well as hormone use. It is also the responsibility of the radiographer or technologist to enquire the patients last menstrual period as to catch out whether the patient is pregnant. Pregnant patients are not recommendable for such examination. Upon completion of the short interview, patients are then ushered to change into hospital gown and remove all potential artifact before proceeding for the examination.When the examination takes place, the breast is compressed using compression paddle on the mammography unit. A parallel plate c ompression evens out the breast tissue. Compression of breast reduces the thickness of tissue that x-rays penetrate, decreases the amount of scattered radiation, and reduces the required radiation dose and holding the breast (remove movement unsharpness) still and thus improving the image quality. Both craniocaudal, CC view (head to foot) and mediolateral oblique, MLO (angled side view) of the breast are taken in screening mammography. Extra views such as geometrically magnified and spot-compressed views of particular area of concern may be taken in diagnostic mammography. While performing the craniocaudal (CC) view, the mammography unit is positioned with the breast support gameboard (image sense organ holder) horizontal and the height adjusted to slightly above the level of patients inframammary angle. The patient is then instructed to face the machine, standing with approximately 5-6cm back, feet lining the machine but body rotated 15-20 away from the side under examination. T his is so that the breast under examination is brought closer to the image receptor holder and aligned with the touch of it. The patients arms hang loosely by her side and head is turned away from the side to be examined. The breast is then lifted gently up and away from the chest wall of patient. While supporting the breast, the height of the machine is adjusted so that the image receptor holder makes contact with the breast at the inframammary fold and the breast is approximately 90 to the chest wall. The breast is then carefully placed in contact with the cassette. Hand is then slowly removed from the breast, whilst ensuring that no skin folds are created underneath the breast. Patients arm of the side under examination is then flexed at the elbow and the slip by is placed on the patients lower abdomen or relaxed at the side of the trunk. This relaxes the pectoral muscle. Patients shoulder is gently pressed down to bring the outer quadrant of the breast into contact with the i mage receptor. Slight pressure is maintained at the patients back to ensure she does not inadvertently pull back from the unit and cause some tissue to be lost from the resultant image. Radiographers thumb is then placed n the medial aspect and middle finger on the superior aspect of the breast, gently drag forward towards the nipple while the compression is applied slowly. Radiographers other hand is placed on the patients shoulder of the side being examined to ensure that it stays relaxed. The light beam diaphragm can be used during the application of compression. This is to ensure the nipple is in profile, all breast is included in the main beam, both medial and lateral margins are included, no skin folds and an adequate breast compression. A CC marker with left or right identifier is positioned on the alary edge of the cassette, within the primary beam. Patient is strongly advised not to move and the projection is done quickly after that. The same CC mapping is performed on bo th left and right breast. The CC view with the same procedure is performed on patients both breasts.Besides the CC view, a mediolateral oblique (MLO) view of patients both breasts is also taken for screening mammogram. The positioning of patients for left breast MLO view is to have patient facing the mammography unit with feet pointing towards it. From the position used for CC projection, the unit is rotated through 45 with the x-ray tube on patients right and the beam angled caudally. The height is adjusted to bring the lower telephone of cassette 2.5cm below the inferior portion of the left breast. It may be necessary to further adjust the height during patient positioning. The lateral edge of the left of the thorax is in line with the image receptor holder so that the left breast also lies conterminous to it. The radiographer then stands arse and slightly to the right of patient. Patient is then asked to raise her left arm and chin. The raising of chin may prevent the superim position of the mandible over the breast. Patients left breast is then held with right hand and patient is kept in position by holding on to the right shoulder. Patient who is advised to lean forward into machine with feet still facing forward is asked to lean slightly laterally. The left axilla of patient should lie over the corner of image receptor that is nearest to chest wall. Radiographer then harvest-time to life the posterior skin edge of the left axilla to prevent skin folds from occurring. Patients left arm is then pulled across and behind the image receptor holder. Patients elbow is also flexed so that the forearm can be placed on the unit for support and elbow is positioned so that it hangs down comfortably behind the holder. The humeral head is gently pushed forward and the corner of image receptor lies in the axilla, anterior to posterior fold. While the patient maintains the position, radiographer double check to ensure there is no skin fold in the axilla or under the lateral aspect of the breast and to check for and remove any creases at the inframammary angle. The breast is then lifted up and away from the chest wall while holding the patients left shoulder. The breast is then placed on the image receptor and compression is applied. Projection on the left breast is then taken. The same MLO view projection is then repeated vice versa on the right breast of patient.Upon completion of the examination, patient is advised to change back to her clothes. Patient is then escorted out and at the same time patient is informed on her next appointment for the review of results with the radiologist. Any discussion on the results with patient prior to the review of radiologist is prohibited.Mammography has been long known to be an effective modality for breast screening. Such examination improves physicians ability to detect small tumors and early treatment can be performed to reduce mortality rate. Mammogram is also the only proven method to reliably detec t tumors as well as all types of breast cancer, including invasive ductal and invasive lobular cancer. Radiation used in mammography examination is of low dosage and usually has no side effects towards patient. Moreover, radiation does not remain in patients body after the examination. Despite its benefits in the purpose of screening and diagnostic, mammography poses certain risks towards its patients. There is a slight chance of cancer from excessive exposure to radiation. The effective radiation dose for this procedure varies depending on the thickness of tissue. However, radiographers are trained to use the lowest radiation dose possible for radiation protection purposes while producing the best images for evaluation. False positive mammogram is also one of the risks in performing mammogram. Five percent to 15 percent of screening mammograms need more testing such as additional view for mammograms or ultrasonography to further determine suspected abnormality. Most of the further tests turn out to be normal. However if there is an abnormal finding, biopsy may be performed on the patient to determine whether the tumor is benign or malignant. Women above the age of 40 are normally advised for a mammogram annually as they pose a higher risk of being diagnose with breast cancer. However, an ultrasound is more preferably performed on patients below the age of 40 as their breasts tissue is denser. hold out but not least, women of all age should go for routine breast check up regularly for early detection on any breast abnormalities.Above diagram shows a conventional cassette film mammogram machine.Above diagram shows a Craniocaudal (CC) mammography view in progress.Above diagram shows a Mediolateral Oblique (MLO) view in progress.Above diagram shows a normal (left) mammography image compared to cancerous (right) mammography image.

Native American History Essay -- American Indian Culture

Popular culture has shaped our understanding and perception of Native American culture. From Disney to literature has given the picture of the blood thirsty dun of the beginning colonialism in the new world to the Noble Savage, a trait painted by non-native the West ( statesman and Lewis 184) and this has influenced many a(prenominal) non native perceptions. What many outsiders do not see is the difference of opinion Native American have on day to day bases. Each generation of Native American is on a struggle to keep their traditions alive, but to function in school and ultimately graduate. The long history between Native American and Europeans are a strained and all-fired one. For the time of Columbuss subsequent visits to the new world, native culture has been under a microscope. They were viewed in a scope of inferiority that caused Europeans to think that they compulsory them to teach them the correct way of life (Landsman and Lewis 184). The want for goods soon characterize d interaction with settlers and the want for a stable trading relationship, becoming more apparent with the french Trappers (How the Land). The French were able to integrate into the Native society and understand with great respect, while the British only saw economic relationships with marriage (How the Land). The history of Native American were from a biased prospective and preventing the true nature Native American to be evident among livid settlers. Many of whom welcomed white settlements for the prospect of new trade post and trading goods (How the Land).Through the hardship and perseverance the education systems us still a struggle that many native people still have today. It is the history of the education through boarding schools that causes distrust for the current... ...cahy interview of Mary L. Wingerd. Minnesota in the public eye(predicate) Radio. 07 Sept. 2010. Web. 07 Oct. 2011McCallum, Laura. States Told to Improve American Indian Student Achievement. Minnesota. Publicradio.org. Minnesota Public Radio, 16 May 2007. Web. 07 Oct. 2011.Landsman, Julie G., and Chance W. Lewis. White Teachers/ Diverse Classrooms. Sterling Stylus, 2011. PrintProfessor wants to Foster New extension of Ojibwe Speakers. Hosted by Kate Smith Interview of Anton Treuer. Minnesota Public Radio. 09 Sept. 2010. Web. 07 Oct. 2011.Robertson, Tom. Red Lake Student Score Lower than Other Indian Kids on Standardized Test.Minnesota.Publicradio.org. Minnesota Public Radio, 06 June 2004. Web. 07 Oct. 2011.Weber, Tom. Study Few Academic Gains for American Indian Students. Minnesota. Publicradio.org. Minnesota Public Radio, 30 June 2010. Web. 07 Oct. 2011.

Name: Come live with me and be my love Essay -- English Literature

Name interpose live with me and be my have intercourseFocus Marlowes use of delivery in communicating the meaning of the poetry and how his poem is a memorable one.The poem come live with me and be my love is a love poem writtenby Christopher Marlowe, persuading his love to come and spend sometime with him. It is a poem full of romantic and passionate words thatform inborn imagery to convey the poets feelings and what he means.By the way the poet uses words to persuade his love, makes the poemsimilar to the poem, To his coy mistress.In the first stanza, the poet says, Come live with me and be mylove. He just says come and does not add please to show her a bitof urgency but in a polite or calm tone. He stresses on the fact thathe wants her to come and have a romantic time by saying, and be mylove. In the next sentence, And we will all the pleasures prove.Already, he has started saying we to show that he really wants to bewith her. He to a fault wants to asseverate his love that he will give her anice time when he says, All the pleasures prove. He then continueshis sentence with, that valleys, groves, hills, and fields woodwind instrument orsteepy mountains yields, He says this to tell her where he wants themto go which is basically nature places. He uses the nature words tocreate natural imagery to show a wider imagination. Also he usesnature because already he can feel a sense of freshness and beauty forthe two of them.And we will sit upon the rocks. He says it to tell her what hereally wants then to do. He uses the word, sit and not stand toshow to his love that he wants to spend a long and agreeable timewith her. He also shows that he wants them to have a relaxing time ashe says,... ... these pleasures may thee move, come live with me and be mylove. In this, persona goes straight to the point telling his lovethat if all that he has told her is good enough she should just comeand stay with him. There is also a feeling of him being desperate whenhe says in the last line that, come live with me and be my loveI think that the poem is made memorable by the way the persona usesnatural imagery to relate to his feelings and by the way he uses avery convincing and patch up tone to persuade his love to come and behis love . This twenty line poem is also made memorable by the way thepoet uses rhymes to run across the attention of the reader and the way heuses some old fashioned English to draw attention to the reader suchas, flocks. That is how the poem, come live with me and be my lovewritten by Christopher Marlowe is made memorable.

Media Violence :: Media Television Violent Essays

The media is almost everywhere in our day to day lives. From television to movies, to videogames, it is a very large source of entertainment in our culture and thus has a vast impact on our lives. With the large impact that the media has on us the content of them are very important as well. When obscene violence is depicted on television and our other forms of entertainment it testament be seen by many, including our children. The effects I speak of are vast, numerous, and likewise much to be ignored. But are these effects enough for us to get rid of this genre of entertainment all together just to hold dear our children? This type of entertainment does tend to sell very, very well, and is a large part of many entertainment companies revenue. To simply get rid of them will woe the entertainment business to a very large degree, possibly destroying some companies with the current economy being what it is. In this extended argument paper I will discuss the general topic o f how big of a part the media plays in our day to day life, and the influence it has on our personalities. I will thus proceed to narrow the topic of media down to when violence is portrayed, and the negative effects that its viewing has on us. I will narrow even farther and bring up the influence portrayed by from the youth of our country. I will then go into depth on media rating systems that are in place to observe those too young to few it, from viewing it. I will discuss the other things in place to prevent children from viewing violence in the media, including the rises responsibilities. I will go over the argument of why violence in the media should be stopped, and then why it should be kept. I will then bring both arguments together to attempt to give a solution to the problem of violence in the media. Although violence in these medians are non made for childrens viewing, they do see them and hinder them in one way or another, but is that enough to get rid of vio lence in the media all together. The media plays a very large part in our lives.

Essay --

assign Building in Turkey vs. AfghanistanIntroduction In the ordinal century the governments of Turkey and Afghanistan made attempts to build states in their countries. However, each countrys geo governmental and socio-economic structure directly impacted the state building process. State building in Turkey was unique, inevitable and had a sustained development process while for Afghanistan it was crucial, chaotic and had bad repercussions that caused the Afghan state to collapse. Both Kemal Attaturk and Amanullah caravansary pioneered the concept of state building in their countries but the existing forces, constraints and challenges resulted into different achievements for them. During the era of Kemal Ataturk, the period of state building was very successful because Turkey was destination to the center of modernization and possessed strong institutions, topography and easier social interaction of state with people. In Afghanistan, due to mountainous terrain, and a landlocked t opography, with the majority of people beingness illiterate, implementing the state building strategies were far more difficult. In addition, the institutions in Afghanistan were fragile and the state-building process was largely dependent on foreign subsidies as well as there was less interaction between the state and the people. Thesis At the beginning of the twentieth century, both Turkey and Afghanistan launched a state-building effort. However, due to the inherent geo-political and socio-economic conditions in place in both societies, the state building endeavors diverged into two different directions. Brief background about how the Turkish and Afghan states were establishedUnder the leaders of Ataturk, and following the War of Independence in September 19... ...d communitarian society. It was for the first time that rulers in Afghanistan had experimented with state building. Democracy, national assembly, building a professional army and political party were new practices f or statesmen in Afghanistan. While the Turkish had centuries of state building experience, particularly during the rule of Ottomans, Afghans used to revolt, resist and take revenge from the state with intervention. Afghans have never adopted state building successfully in the past. Turkish state building compared to Afghanistan, therefore, was victorious. Turkey was able to rise on gentle resources, economy and society structure, modern culture and secular political institutions, while Afghanistan due to inherent socio-political and geo-political conditions embedded in its society was unable to implement equivalent state-building strategies successfully.