Hospital Acquired Infections Essay Example for Free

Hospital Acquired Infections Essay The State of Illinois has several guidelines and activities in place as techniques to prevent nosocomial infections. In Illinois, Healthcare Infection Control Practices Advisory Committee (HICPAC), is charged with providing advice and guidance to the Secretary, Department of Health and Human Services; the Director, CDC and the Director of the National Center for Emerging and Zoonotic Infectious Diseases (NCEZID), regarding the practice of hospital infection control and strategies for surveillance, prevention, and control of healthcare-associated infections. Antimicrobial resistance and related events in settings where healthcare is provided, including hospitals, ambulatory, long-term care facilities, and home health agencies, (HCIPAC, 2008) There are certain guidelines that need to be followed when working as a nurse in the state of Illinois. There are guidelines to prevent nosocomial infections when it comes to things like, hand washing techniques, urinary catheterization insertion, and so many more practices and procedures. Performing hand hygiene immediately before and after any manipulation of the catheter device or site. Ensure that only properly trained persons (e.g., hospital personnel, family members, or patients themselves) who know the correct technique of aseptic catheter insertion and maintenance are given this responsibilities. In the acute care hospital setting, insert urinary catheters using aseptic technique and sterile equipment must be adhered to in order to prevent hospital acquired infections; (AM J Infect Control,1983) Hand washing is very important when working in healthcare in the hospital setting. When hands are visibly dirty or contaminated with percutaneous material, or are visibly soiled with blood or other body fluids, wash hands with either a non-antimicrobial soap and water or an antimicrobial soap and water,(Infect Control Hosp Epidemiol,1988). If hands are not visibly soiled, use an alcohol-based hand rub for routinely decontaminating hands. Alternatively, wash hands with an antimicrobial soap and water in all clinical situations. Wash hands before having direct contact with all patients.

Affirmation of Adulthood in John Updikes A&P Essay -- A&P Essays

Affirmation of Adulthood in Updike’s A&P  Ã‚     Ã‚  Ã‚   Researching John Updike’s story, "A&P", I found many readers agreed that the main character Sammy is viewed as a hero or martyr for quitting his job at an A&P store in a northern beach town. I did, however, find that critics disagreed on why Sammy quit. Initially it appears that Sammy quits his job to impress girls who were reprimanded for wearing bathing suits in the A&P.   Sammy did not ultimately quit his job to be the hero for three girls who happened to walk into this A&P. This is not just a story about a nineteen-year-old guy trying to impress a group of girls by quitting his job, but it is also a story describing in detail the day this nineteen-year-old realizes that sometimes, in the transition from boyhood to adulthood, one must take a stand and ultimately follow through with this affirmation of adulthood. From the beginning of the story Updike "uses Sammy’s youth and unromantic descriptive powers" to show his immaturity and apparent boyish nature (Uphaus 373). We see this in the opening line of the story: "In walks three girls in nothing but bathing suits" (Updike 1026). Even the voice of Sammy is very "familiar and colloquial" (Uphaus 373). Much of the information that Sammy relays about the three girls is sexually descriptive in a nineteen-year-old boy’s way: "and a sweet broad looking can [rear] with those two crescents of white under it, where the sun never seems to hit" (Updike 1026). It is apparent that Sammy looks at the three girls who happen to walk into the A&P only as objects of lust or possibly boyish desire. Thus, on the surface it is easy to take this story as that of a boy who would do something like quit his job to "impress" these girls. It is even ... ...omach kind of fell as I felt how hard the world was going to be to me hereafter" (Updike 1030). This was the day that Sammy grew up. Works Cited Greiner, Donald J. Short Story Criticism. Vol. 13 Detroit: Gale Research Inc., 1991. 398-399. Updike, John. "A&P." The Harper Anthology of Fiction. Ed. Sylvan Barnet. New York: HarperCollins, 1991.1026-1030. Uphaus, Suzanne Henning. Short Story Criticism. Vol. 13 Detroit: Gale Research Inc., 1991. 372-373. Works Consulted Coffman, Kelly. "A Turning Point." Ode To Friendship & Other Essays. Ed. Connie Bellamy. Virginia Beach, 1997. 190-191. Hatcher, Nathan. "Sammy’s Motive." Ode To Friendship . Ed. Connie Bellamy. Virginia Beach 1997. 188-189. Luscher, Robert M. John Updike: A Study of the Short Fiction. New York: Twayne, 1993. Uphaus, Suzanne. John Updike. N Y: Frederick Ungar, 1986.   

Regulatory Focus Theory Essay

?Selling your Skills: How your Degree has made you Employable When you complete an application form for employment or a course, or write a CV, you will need to consider your skills (sometimes called employability skills, or competencies). You will need to demonstrate you have the skills required for the job by giving examples of where you have developed and practised those skills, using examples from a range of situations, such as work experience, hobbies and interests, voluntary work, your personal life, or academic study. This handout is intended to: 1. Help you identify the employability skills you have developed and practised through your academic study and wider university life whilst at MMU. 2. Provide you with a prompt list to help you identify your own examples of your skills to use on applications and your CV. How your academic work has given you employability skills. MMU encourages all students to become â€Å"autonomous learners†. This means teaching is structured to encourage you to take responsibility for your own learning i. e. ? Work independently ? Prioritise ? Manage your time efficiently ? Be self-motivating. ? Know how to find and use resources effectively ? Reflect on your personal development and understand the importance of continuing to develop your skills beyond university and throughout life. (PDP helps with this process) You have developed and practised skills through the teaching methods used at MMU: In Lectures: ? Listening and concentrating for extended periods ? Sorting, sifting and summarising information ? Recording and organising information efficiently In Classes, Seminars and Tutorials: ? Speaking clearly and fluently ? Arguing a case in a reasoned manner. ? Making presentations ? Thinking on your feet ? Considering differing viewpoints and responding appropriately In Essay and Report Writing: ? Finding relevant information from a range of sources ? Identifying key issues ? Writing clearly and to the point ? Understanding complex arguments and theories ? Keeping an open mind ? Thinking logically 2 ? Structuring and developing an argument ? Critically analysing and evaluating evidence and arguments In Project Work ? Creating and following a plan ? Maintaining motivation ? Keeping to a time schedule ? Anticipating problems. In Group Work ? Managing your time ? Delegating ? Taking responsibility ? Supporting other team members ? Understanding team dynamics and responding appropriately ? Understanding your own role, strengths and weaknesses in a team ? Holding your ground ? Being persuasive ? Negotiating ? Respecting and being sensitive to others Employers frequently ask for some or all of the following skills. Listed are examples of situations where you may have used them in academic study or wider university life. Use it as a prompt list to identify your own examples to use in applications. Commercial awareness – understanding the key factors that contribute to an organisation’s success e. g. providing a quality product; good customer service; well-trained, motivated staff; controlling costs. Examples of evidence: ? Quantify any role you have had in raising or handling money e. g. fundraising for an event or charity, acting as treasurer for a society. For example, â€Å"I acted as treasurer for an event that raised ? 1000 to help support †¦. † ? Reading the business sections of the press on a regular basis ? Work experience in customer service ? Raising sponsorship for any purpose from commercial organisations ? In work experience, making suggestions that have improved a service or increased efficiency ? Dissertation – any references to commercial applications or relevance. Key words for the application form: Forward thinker; risk taker; entrepreneurial; professional; strategic Teamwork – working effectively with other people Examples of evidence: ? Any situation where you work alongside others to achieve an agreed outcome e. g. committees, events organising, music-making (bands, choirs etc), drama, sports ? Just about any paid/voluntary work involves working in a team. ? Academic group work – see above 3 Key words for the application form: Supportive; facilitator; open-minded; diplomatic; tolerant; reasonable; constructive; leadership; influencing; co-ordinating; Commitment/motivation – demonstrating a determination to be successful. Examples of evidence: ? Overcoming difficulties to come to university ? Using PDP effectively to improve your skills – academic skills or preparing for a particular career or employment sector would be good examples to use. ? Duke of Edinburgh: Young Enterprise: any competition successes or prizes. ? Campaigning/fundraising ? Training, or working on a skill, over the long term to achieve an ambition or goal e. g. training from scratch to run a marathon. Key words for the application form: Reliable; conscientious; proactive; initiative; flexible; adaptable; determined; positive Problem solving/creativity – having a â€Å"can do† attitude by finding solutions to problems. Examples of evidence: ? Anticipating problems and resolving them through planning e. g. project work, planning travel overseas, ? Resolving financial problems – personal, or fundraising  for a club, raising money to fund an activity e. g. to participate in charity work overseas. ? Solving problems through negotiation or representation – acting as student rep; resolving problems over accommodation with landlord or flatmates; resolving disagreements in group work ? Finding novel or innovative solutions to problems e. g. devising new methods of fundraising; new ideas for promoting an activity, or encouraging participation in an academic activity; ideas leading to greater efficiency in your workplace (paid or voluntary); novel ways of promoting yourself to find work placements. Key words for the application form: Achiever; practical; astute; open-minded; resilient; imaginative; reflective; initiator Communication – ensuring you are understood by writing or speaking in a clear and articulate manner. Examples of evidence: ? Making presentations; introducing speakers or self; reading out loud in class ? Teaching; training; selling; dealing with the public at work; campaigning ? Caring or mentoring activities ? Written – student journalism; producing publicity materials; designing a web-site; projects/dissertations. ? Acting as a student ambassador Key words for application forms: Presenter; influencer; articulate; empathetic; persuasive; target driven; Leadership/ taking responsibility for others Examples of evidence: ? chairing a committee ? running a campaign ? organising an activity – producing a play; co-ordinating a team; editing a paper 4 ? working with young people – summer camps; running/organising a youth activity ? leading a team – sport’s team captain; ? teaching or training others e. g. at work; teaching music/art/gym etc Key words for the application form: Motivator; capable; dynamic; assertive; approachable; decisive; proactive; responsibility; Numeracy – having the ability to handle everyday arithmetic calculations, and being competent in using the numerical concepts necessary for the job you are doing. The Careers Service gives you the opportunity to practise an on-line numeracy test (plus other psychometric and personality tests). Visit www. mmu. ac. uk/careers and click on â€Å"Finding a job†, then â€Å"How we can help†, and then the psychometric tests link. Examples; ? charts/graphs/tables/percentages/statistics you have produced in academic work ? Handling money, balancing up or handling any numeric data as part of a part-time job. Key words for the application form: Accurate; analytical; thorough; methodical; attention to detail; logical; proficient; Organised/Self-directed – able to plan and carry out a workload efficiently and effectively Examples of evidence: ? A holiday, field trip, or independent travel, you organised for yourself or a group. ? An event, such as a fundraiser or social, that you initiated and/organised yourself. ? Any project that involved making, and keeping to, a plan, and staying motivated, over an extended period e.g. your dissertation; an action plan for PDP. Key words for the application form: Forward thinker; planner; negotiator; uses initiative; motivated; efficient; punctual; self-starter; Self reliant/Confident – being positive about your abilities and relationships. Examples of evidence; ? Situations which you have found difficult, but persevered and have grown in confidence as a result e. g. making presentations, networking with strangers; independent travel ? Examples where you have persisted and overcome a problem e. g. giving up smoking ? Overcoming a significant set-back e. g. an injury; bereavement; low exam grades Key words for the application form: Focused; self-belief; resilient; reflective; tenacity; persistence; perseverance Flexible/Adaptable – willing to respond positively to changing circumstances Examples of evidence: ? Adapting to a new system or working practice in your job ? Working shift patterns and being on call ? Persuading others to be positive in a changing or uncertain situation. ? Acknowledging another person’s particular ability by taking a subordinate role when you are used to being the team leader Key words for the application form: Willing; versatile; positive; enthusiastic; ? 5 Initiative/Proactive – can spot opportunities and potential problems, and take action to get the best outcome: Works without constant supervision. Examples of evidence: ? Setting up a club, society, or business from scratch ? Raising a matter of concern, or potential concern, at a Course Committee, and persuading staff to take action. ? Finding people already working in your chosen job, and networking with them to get advice and information. Key words for the application form: Self-starter; proactive; focused; self-reliant; problem solver; versatile; Influence Interpersonal Skills – the ability to work for, with and alongside others. Examples of evidence: ? Jobs that involve customer relations e. g. telephone sales, reception/ waiting on tables/ bar work; student ambassador. ? Activities that involve building and maintaining relationships e. g. mentoring, manning a help desk; manning a phone helpline; negotiating or acting as an advocate on behalf of someone else. Key words for the application forms: Relationship builder; constructive; listener; initiator; mediator; communicator; personable; target driven; How can I look at developing these skills further? MMU Futures. A great way for students to get more out of university, gain new experiences and develop skills and networks is to get involved in MMU Futures. Here, your university based extra-curricular activities are recognised and rewarded. MMU Futures has awards at Bronze, Silver and Gold, and the skills and insights you develop as you progress will enhance your employability and job seeking during and beyond university. Details available at www. mmu. ac. uk/students/futures Work Ready Is a course, delivered by MMU Careers & Employability Service that looks at  how you apply key employability skills in your future graduate and/or placements jobs. The course covers the key work based skills of Team Work, Communication & Influencing, Project Management and Leadership. Details are available at www. mmu. ac. uk/careers/events We hope you have found this guide useful. The Careers & Employability Service offer a wide range of different support to help you make a career choice, prepare for your future, improve your employability skills and find employment. Explore our extensive web-site at www. mmu. ac. uk/careers, or ring us on 0161 247 3483.

Gregorian Calendar - Overview and History

In the year 1572, Ugo Boncompagni became Pope Gregory XIII and there was a crisis of the calendar - one of Christianitys most important dates was falling behind with respect to the seasons. Easter, which is based on the date of the vernal equinox (the first day of Spring), was being celebrated too early in the month of March. The cause of this calendrical confusion was the over 1,600 year-old Julian calendar, established by Julius Caesar in the year 46 BCE. Julius Caesar took control over the chaotic Roman calendar, which was being exploited by politicians and others with the haphazard addition of days or months. It was a calendar horribly out-of-synch with the seasons of the earth, which are the result of the rotation of the earth around the sun. Caesar developed a new calendar of 364 1/4 days, closely approximating the length of the tropical year (the time it takes the earth to go around the sun from the beginning of spring to the beginning of spring). Caesars calendar was normally 365 days long but included an extra day (a leap day) every four years to account for the extra one-quarter of a day. The intercalary (inserted into the calendar) day was added prior to February 25 each year. Unfortunately, while Caesars calendar was almost accurate, it wasnt quite accurate enough because the tropical year is not 365 days and 6 hours (365.25 days), but is approximately 365 days 5 hours 48 minutes, and 46 seconds (365.242199 days). Therefore, the calendar of Julius Caesar was 11 minutes and 14 seconds too slow. This added up to be a full day off every 128 years. While it took from 46 BCE to 8 CE to get Caesars calendar functioning properly (initially leap years were being celebrated every three years instead of every four), by the time of Pope Gregory XIII the one day every 128 years added up to a full ten days of error in the calendar. (Purely by luck did the Julian calendar happen to celebrate leap years on years divisible by four - during Caesars time, the numbered years of today didnt exist). A serious change needed to take place and Pope Gregory XIII decided to repair the calendar. Gregory was aided by astronomers in developing a calendar that would be more accurate than the Julian calendar. The solution they developed was almost perfect. Continue on Page Two. The new Gregorian calendar would continue to be comprised of 365 days with an intercalary added every four years (moved to after February 28 to make things easier) but there would be no leap year in years ending in 00 unless those years were divisible by 400. Therefore, the years 1700, 1800, 1900, and 2100 would not be a leap year but the years 1600 and 2000 would. This change was so accurate that today, scientists need only add leap seconds every few years to the clock in order to keep the calendar matching the tropical year. Pope Gregory XIII issued a papal bull, Inter Gravissimus on February 24, 1582 that established the Gregorian calendar as the new and official calendar of the Catholic world. Since the Julian calendar had fallen ten days behind over the centuries, Pope Gregory XIII designated that October 4, 1582 would be officially followed by October 15, 1582. The news of the calendar change was disseminated across Europe. Not only would the new calendar be utilized but ten days would be lost forever, the new year would now begin on January 1 instead of March 25, and there would be a new method of determining the date of Easter. Only a few countries were ready or willing to change to the new calendar in 1582. It was adopted that year in Italy, Luxembourg, Portugal, Spain, and France. The Pope was forced to issue a reminder on November 7 to nations that they should change their calendars and many did not heed the call. Had the calendar change been promulgated a century earlier, more countries would have been under Catholic rule and would have heeded the Popes command. By 1582, Protestantism had spread across the continent and politics and religion were in disarray; additionally, the Eastern Orthodox Christian countries would not change for many years. Other countries later joined the fray over the following centuries. Roman Catholic Germany, Belgium, and the Netherlands switched by 1584; Hungary changed in 1587; Denmark and Protestant Germany switched by 1704; Great Britain and its colonies changed in 1752; Sweden changed in 1753; Japan changed in 1873 as part of Meijis Westernization; Egypt changed in 1875; Albania, Bulgaria, Estonia, Latvia, Lithuania, Romania, and Turkey all changed between 1912 and 1917; the Soviet Union changed in 1919; Greece switched to the Gregorian calendar in 1928; and finally, China changed to the Gregorian calendar after their revolution of 1949! Change wasnt always easy, however. In Frankfurt as well as London, people rioted over the loss of days in their lives. With each change to the calendar around the world, laws established that people could not be taxed, paid, nor would interest accrue over the missing days. It was decreed that deadlines still had to take place in the correct number of natural days following the transition. In Great Britain, Parliament legislated the change to the Gregorian calendar (by this time simply called the New Style calendar) in 1751 after two unsuccessful attempts at change in 1645 and 1699. They decreed that September 2, 1752 would be followed by September 14, 1752. Britain needed to add eleven days instead of ten because by the time Britain changed, the Julian calendar was eleven days off the Gregorian calendar and tropic year. This 1752 change also applied to the American colonies of Britain so the change was made in the pre-United States and pre-Canada at that time. Alaska didnt change calendars until 1867, when it transferred from a Russian territory to a part of the United States. In the era after the change, dates were written with O.S. (Old Style) or N.S. (New Style) following the day so people examining records could understand whether they were looking at a Julian date or a Gregorian date. While George Washington was born on February 11, 1731 (O.S.), his birthday became February 22, 1732 (N.S.) under the Gregorian calendar. The change in the year of his birth was due to the change of when the change of the new year was acknowledged. Recall that prior to the Gregorian calendar, March 25 was the new year but once the new calendar was implemented, it became January 1. Therefore, since Washington was born between January 1 and March 25, the year of his birth became one year later upon the switch to the Gregorian calendar. (Prior to the 14th century, the new year change took place on December 25.) Today, we rely on the Gregorian calendar to keep us almost perfectly in line with the rotation of the earth around the sun. Imagine the disruption to our daily lives if a new calendar change were required in this most modern era!