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Keiser University Energy Lab Procedures File Paper

Keiser University Energy Lab Procedures File Paper.

Procedure #1 – 1 Mile Walking Test
Find the VO2max for yourself and a friend utilizing the Walking Test and formula below
Walking Test – Walk one mile as fast as possible
1. Expressed in mL/kg/min
2. Formula (68% within +- 4.4 mL/kg/min):
VO2max = 132.853 – (0.0769 × Wt) – (0.3877 × age) + (0.5955 (6.315 × Gender) – (3.2649 × T1) – (0.1565
× HR1-4)
• WT in lbs
• Gender; 0 = ♀, 1 = ♂
• T1 = time for the 1 mile track walk expressed in min and hundredths of a min
o Ex: 13.20 min
• HR1-4 = HR in beats/min at the end of the last quarter mile
o Ex: 165 b/min
o Use a 15 sec (15 × 4) time frame to determine HR (recovery is quick)
Procedure #2 – Chart the Linear Relationship between Submax HR and Predicted VO2max
Track the linear relationship between submax HR and predicted VO2max
1. Draw the assumed HR max of yourself or a friend across the provided graph
• If the subject exceeds 85-90% of the age-adjusted HR max, discontinue the ex
2. The subject will exercise (walk/run) at four submax levels based on a subjective scale
• Use the Borg Scale to instruct the four levels; each level lasting 3 min
o Level 1 = 9 (i.e. walk/run @ level 9 for 3 min., then take HR)
o Level 2 = 11 (i.e. walk/run @ level 11 for 3 min., then take HR)
o Level 3 = 13 (i.e. walk/run @ level13 for 3 min., then take HR)
o Level 4 = 15 (i.e. walk/run @ level 15 for 3 min., then take HR)
Borg Scale: Range is 6 to 20 with 6 = no exertion and 20 = max exertion
6 (20% effort) No exertion at all
7 (30%) Very, very light
7.5 Extremely light
8 (40%)
9 (50%) Very light- For a healthy person, it is like walking slowly at his or her own pace for
some minutes
10
11 (60%) Light
12
13 (70%) Somewhat hard- “somewhat hard” exercise, but it still feels OK to continue
14
15 (80%) Hard (heavy)
16
17 (90%) Very hard- A healthy person can still go on, but he or she really has to push him or
herself. It feels very heavy, and the person is very tired.
18
19 (100%) Extremely hard- For most people this is the most strenuous exercise they have
Keiser University Energy Lab Procedures File Paper

Rasmussen College Operations Manager Justification Letter Paper.

John Chip, the owner and CEO of a startup company called Chip’s Widgets, Inc., started his company in his garage. He has manufactured artistic widgets by hand for the first several years of the company’s existence. He recently expanded his business and has recently hired several technicians to produce the widgets using machinery, two sales agents and a creative artist to help promote and sell the widgets, and two shipping and receiving individuals to distribute the widgets.You are the newly appointed Human Resources manager and you have determined that, in order for the company to function optimally, the organization needs an additional role to manage the expanded workforce. You are proposing the creation of a new role of Operations Manager, so that someone can manage all of the processes that will be involved in the workforce expansion efforts.To complete this assignment, you will need to prepare a minimum 2-page letter that you will present as part of your proposal to Mr. Chip. In your letter, you will present a case for the need to hire an operations manager. Include the following in your letter:Discuss the benefits of hiring an operations manager.Summarize how an operations manager would add value to the strategic direction of the company.Describe the internal and external factors that you will consider as you work toward a plan for establishing the new role. Use a professional tone and block letter format for this business letter.
Rasmussen College Operations Manager Justification Letter Paper

Based on the sources, answer the questions below in essay format: What was learned? Content Highlights: What concepts/principles resonated most with you, and what seems most relevant to your everyday life as an accountant? Spirit of Inquiry and Continuous Learning: What questions will you carry forward, either because of their inherent value to continue to inform or just because they remain perplexing? This is your opportunity to reflect on where you are in your learning journey. Not just in terms of content, but also about how you are learning to
The study will evaluate early walking patterns. The study of infant walking experience will improve child-rearing practices. Infant walking abilities are influenced by the development of motor skills. However, motor skill development is influenced by different subcomponents. Some subcomponents include body coordination, routine exercise, diaper use, and head control. As infants grow, the components which facilitate walking patterns adapt to body changes. Such development could influence early independent walk. Infant motor development starts with hand crawling to knee crawl (Vereijken, Pedersen

Crisis Management: Impact of a Crisis

JAMES WALKER INTRODUCTION Crisis management will most likely require more than being remorseful to the press or the CEO of some organization appearing on the news. We know the news that is broadcasted goes viral quick. Organizations must be vigilant to respond to a crisis quickly and decisively utilizing all platforms of communication to speak to the public. Furthermore, the most important thing is for organizations to accept responsibility for the actions and not distant themselves from the crisis or from the public. It’s given there is no fix for all methods to remedy a crisis, but the lessons learned should be important. In this assignment, it will allow chance to analyze a major crisis and the impact on a community, nation, and the world when bearing in mind crisis management. The assignment will discuss the threat or hazard to the organization, elements of surprise, decision making of leadership with timelines of event and decisions made, successful and unsuccessful decision making, and changes resulted or should be considered. THREAT TO ORGANIZATION The New York Times accused Coca-Cola, stating that the company “was funding obesity research that attempted to disprove the link between obesity and diet and shifted the problem to lack of exercise”. It was said that Coca-Cola financed the new nonprofit Global Energy Balance Network and it advocated propaganda and deflects the role of soft drinks in the spread of obesity and Type 2 diabetes. (reference COCA). The accusation had a huge impact to the company to a point it was losing in the market sales. It was a first-class type of crisis for Coca-Cola and it was caught off guard, especially the intent was to fund scientific researches for health and well-being programs. The idea was misconstrued from the public’s and social media’s eyes. LEADERSHIP DECISION-MAKING EVENTS During the crisis that could cripple Coca-Cola, the CEO (Muhtar Kent) had professionally managed the crisis and to act quickly to make decisions. He assumed responsibility, owned up to it through the whole ordeal. He understood the business’s level of reputation and if he left the crisis to take its course, the business could have lost it reputation and the market sale of the products. The CEO is the best spokesperson to rectify the issue and that person is who you want out front telling the truth or the intent. In most public relations (PR) incidents, the CEO is shielded and it portrays that the CEO has no interest to the issue. The making of an outsized response is crucial to the crisis. Overreacting is preferred to a small measure or ignoring the critics helps as well, since it is all about opinions. CEO Muhtar Kent led Coca-Cola to initiate a management committee of impartial experts to give governance on the investments of the business from an academic research and appoint professionals to investigate opportunities for research and health initiatives. The bottom line is that Coca-Cola’s response to the allegations that it finances a group to protects it interests at the expense of public health is a case study in PR crisis management. The explanation by CEO Muhtar Kent characterizes a business response that encompasses the important elements of effective business PR crisis management. SUCCESSFUL/UNSUCCESSFUL DECISION-MAKING The successful outcome for Coca-Cola over this accusation was all due to the CEO’s professional decision-making. He provided guidance when responding to occurrences and apologies. CEO Muhtar Kent’s first successful decision was admitting the company’s mistake while not really apologizing in his explanation, “We’ll Do Better”. Furthermore, he took this accusation in a resilient way, at the source, which was acknowledging the accusations that were deceiving the public’s and social media’s eyes about its support for scientific research. In return, he defends the company by attempting to confront the global obesity epidemic and that the company had good intentions. However, CEO Muhtar Kent admits the intention is not working. Additionally, the actions that were taken to support the research for health and well-being were misconstrued and it caused a lot of confusion and mistrust. In the CEO’s explanation, the company will act forward and with more transparency. It will put on the website the list of health and well-being partnerships and research activities it supported in the past five years and updating bi-annually. CEO Muhtar Kent stated that efforts will be made to continue to support the healthy options by having lower sugar and calorie drinks to include his company will stay committed to fight obesity. The unsuccessful decision-making by the leaders was broadcasting their intent and ensuring it wasn’t misleading to allow the intent to make out that Coke was averting criticism about the role sugary drinks have played in the spread of obesity and Type 2 diabetes. The support was in good intentions with health and well-being, but how the public and social media viewed it was the opposite. It became a huge PR crisis as it seemed that Coca-Cola was trying to save their sales by funding an alleged cover up. CONSIDERATIONS AND RESULTS FOR CHANGES The businesses or organizations can save themselves from potential crisis is the highpoint of their element. In the event the organization is faced with these crisis, its ability to rise from the bottom and reveal the strength shows its crisis management plan. Additionally, the organizations do have practice something called the ‘Conflict Management Life Cycle’. It is a cycle that supports organizations to remain stable during or after a crisis. The Conflict Management Life Cycle is the cycle that gives the ‘know how’ to manage a conflict or crisis. The cycle deals with being proactive (environmental scanning, issue tracking, issue management, and crisis planning), strategic (risk communication, conflict positioning, and crisis management), reactive (crisis communications, litigation PR, and conflict resolution), and recovery (reputation management and image restoration). Coca Cola had a Crisis Management Plan and the CEO Muhtar Kent utilized the Conflict Management Life Cycle. The considerations that was discussed for Coca-Cola was dealing with issue management, plan for communications, and how to respond to a crisis. For issue management, the key steps were to identify the issue (accusation of supporting for the wrong intention), evaluate the facts (support for the right reasons), priorities (reputation and sale), response (response from CEO with the real facts), and implementation (plan to gain trust and show intentions were good). The communication plan that CEO Muhtar Kent (Coca-Cola) had allowed for anticipation (identify the threat and monitor risks), prepare (define the key information in advance and anticipate information), and response (react quickly and efficiently, utilize the organization’s processes and procedures, and practice potential events). CEO Muhtar Kent responded with Coca-Cola supporting health and well-being programs was in good intentions and not to be misconstrued. He responded with the ‘5C’s’ (confidence, clarity, control, concern, and competence). CONCLUSION Crisis management requires more than being remorseful to the press or the CEO of some organization appearing on the news. Organizations must be vigilant to respond to a crisis quickly and decisively utilizing all platforms of communication to speak to the public. Furthermore, the most important thing is for organizations to accept responsibility for the actions and not distant themselves from the crisis or from the public. It’s given there is no fix for all methods to remedy a crisis, but the lessons learned should be important. Coca-Cola’s CEO, Muhtar Kent, quickly addressed the accusations professionally into the reactive phase of the Conflict Management Cycle. Furthermore, he made statements acknowledging accusations and the strategies “is not working”. Even though he did not completely express regret, he disclosed the company did not choose the best way to fight obesity and assuring they would be “transparent” from now on. The CEO benefits from this approach to move on to the reputation management part of the recovery phase by promising that Coca-Cola will update frequently a list of its well-being partnerships and research activities. In this manner, the public’s trust will be salvaged and the company’s image will be restored. Coca-Cola did a noble thing when they took responsibility for their unsuccessful decision-making. The company showed interest and sent their CEO to address the problem that had good intentions by following the Conflict Management Life Cycle and their Crisis Management Plan. The importance of the CEO speaking out is critical since communication plays a relevant part in not identifying the crisis and the impact. A crisis can damage the organization’s products or services, threat public safety, harm employees, customers and stakeholders (physically, emotionally, and financially). Furthermore, it can cause operational, financial and reputational loss to include the impacting the future probability and growth. The frameworks, Conflict Management Life Cycle and Crisis Management Plans, are essential when it comes to being proactive to a crisis, using strategy for a crisis, being reactive to a crisis, and recovering from a crisis. BIBLIOGRPAHY Bernstein, Jonathan (N/A) Free Management Library, All About Crisis Management, Retrieved from: http://managementhelp.org/crisismanagement/. Cantoria, Ciel S. (2011). Bright Hub Project Management, Great Real-Life Examples of Successful Crisis Management, Retrieved from: http://www.brighthubpm.com/risk- management/104704-great-real-life-examples-of-successful-crisis-management/, January 29, 2011. Comcowich, W. (2015). Cyber Alert, Case Study: Coca-Cola PR Crisis Management, Retrieved from: http://www.cyberalert.com/blog/index.php/case-study-coca-cola-pr-crisis- management/. Preach (N/A). How do you act in crisis?, Public Relations, Retrieved from: https://bronk002.wordpress.com /2016/10/25/how-do-act-in-crisis/. Poston, Leslie (2012). Salesforce Marketing Cloud, Shining examples of excellent social media crisis management, Retrieved from: https://www.marketingcloud.com/blog/shining-examples- of-excellent-social-media-crisis-management, September 21, 2012. O’Connor, A. (2015). The New York Times, Coca-Cola Funds Scientists Who Shift Blame for Obesity Away From Bad Diets, Retrieved from: http://well.blogs.nytimes.com/2015/08/09 /coca-cola-funds-scientists-who-shift-blame-for-obesity-away-from-bad-diets/?_r=1.

Concept of suicide

assignment writer 1.0 Concept of Suicide 1.1 Background Sir Thomas Browned originates the word “suicide” in 1642 in his Religio Medici. It was derived from “SUI” (of oneself) and “CAEDES” (murder).since then, this word has caused much controversy and evoked many professionals to continuous research and debate upon its definition in various ways from every aspects: medical, social, psychological, administrative, legal, spiritual and religious purposes. Suicide is no longer uncommon in the society and every day, there are people from many walks of life living under the same roof without us knowing what problems they are plagued with. Back centuries, suicide was a taboo subject to be discussed and yet, many are engaged in such behavior although it is believed that most suicide cases are unreported. To some, suicidal actions are glorified especially to cults and religion purposes. As time progresses, the mentality of the society changes along with time and the stigma of suicide is slowly undergoing much debate and understanding. Now, suicide is regarded more of a tragedy instead of ritual because part of the reason is that the society undergoes globalization and no longer practices scarification. Even if there is a minority of tribes who endorses scarification, the groups are negligible throughout the globe. Also, suicide in this era more often is done due to personal reasons; be it mentality, spiritual etc. In 1763, the first attempt was done scientifically by Merian to understand the rationale behind suicide. It is believed that suicide was not perceived as a sin or a crime. Instead, suicide has been regarded as a disease of mankind. After the death of Jean Jacques Rousseau in 1822, which had sequentially and graphically described circumstances of his death, Farlet manages to conduct a first in-depth examination on suicide. This enables better understanding on suicide with broader perspective. A famous psychiatrist, Dr R. Gaupp, says that amongst people committing suicide they possess unique and bizarre personality traits. For the past 50 years, it is concluded by series of researches that suicide begins from the state of mind, coupled with external factors, resulting in suicide. Herein, we will look in depths of suicide amongst Malaysian school students. 1.2 Definition A suicide idea is when one thought of ending one’s own life. One thing leads to another, suicide ideas often leads to suicidal attempt and suicidal behaviour. Suicidal behaviours are thoughts or tendencies that started off a person and put them at risk for committing suicide. Simply said, suicide is an intentional or voluntary determination to end one’s life, as defined by the World Health Organization (WHO). A suicidal person often closed one’s options in life, and looks at another darker side of negativity. To them, dying is a pre-requisite for the end of all sufferings. A famous sociologist, Emile Durkheim whom not only proposes the theory of functionalism but also studied on Suicide, states that: “the term suicide is applied to all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result” (1982, p. 110 [excerpt from Suicide]). 1.3 Description Suicide is not an uncommon issue these days and it is widely discussed in institutions although it is still condemned by the society. Much about discussing facts and truths behind this dark sentiment of life, there are common myths about suicide which we need to eradicate in order to comprehend the problem better we are able to curb this issue. When we listened to people whom talks about suicide, we assumed that these people would not do it since they are open to discussion. To include, people who are open to discussion should not be overlooked because they might also consider the options of suicide since the minds of a person is incomprehensible. In addition, the society views the troubled ones as people whom cannot be saved and are unwilling to seek help. Since they intend to commit suicide, nothing can stop him. These misconstrued assumptions are proven wrong because they are lost and sometimes hope for care and understanding. Indeed, these are individuals whom should not be segregated. Another notion that should be avoided is that people believed that suicide indicates lack of faith in religion. This is incorrect because there are certain religions which encourage suicide in the name of faith. Thoughts and attempts of suicide as well as committing suicide are major concerns throughout the world and it is still a growing concern amongst the society. Very much obvious, most suicidal case involves adolescents and young teens. The teenage years are one of the most difficult stages in life, as identified by psychologists. Although teenagers are thought to enjoy life without worries of financial stability and mid-life crisis, suicide seems way an inconsiderable option to them since they ought to have no problems at this phase of life besides studying. But many changes in the mind which takes place during puberty can change their identity and their vulnerable self if they may have to cope with a broad range of personal and social obstacles. Since young people are so fragile, they may experience difficulty in dealing with stress. Children prior to puberty had hardly been bothered by suicidal behavior, probably due to their inability to envisage or execute a suicide plan. When puberty hits adolescence, risky psychiatric factors, such as depression and drug abuse become imminent and play a part in contributing to the causes of frequency in suicidal behaviour. Some children especially girls, view the transition from primary to middle school stressful. In addition, as one gets older parental supervision decreases, so teenagers are more likely to engage in unhealthy behavior without their parents’ consents. Suicide is divided into several commonly used terms to identify its symptoms and causes. Here are the descriptions provided by the World Health Organization (WHO) regarding suicidal terms that needed to be taken into account:- Suicide: a planned act of killing oneself intentionally. The act can be performed by the person with or without the full knowledge or expectation of any fatal outcome. Suicidal attempt: A medical intervention is required in this case, after the person whom intended to end his or her life committed a life-threatening act with a conscious intent. Suicidal gesture: A series of self-threatening behaviour on display, which may be detrimental or non- detrimental. Suicidal idea: The power of mind to thought or set up the process to end one’s own life. Suicidal risk: The tendency of ending one’s life depends on this characteristic, depending on its presence or absence. Suicidal pact: Two or more people in agreement to die concurrently by committing the act of suicide. Suicidal cluster: People who gather in groups to commit suicide together, usually for a common objective. Suicidal counters: To prevent suicide, this set of factors operates within the individual, family or society. 1.4 Facts and Figures With many reasons believed to be the causes for suicide, facts and figures of statistics below are generally shown to highlight suicide from methods of ending life in different ethnic groups (inference is drawn from analysis of data from suicidal cases from the University Malaya Medical Centre mortuary ) to why it is committed : – It is estimated that 450 million people suffered from mental of behavioral disorder. Every year, close to 1 million people committed suicide and 1 in 4 families have at least a member with mental disorder. There are 25 million schizophrenic patients and 50 million who suffer from epilepsy, which About 40 million or 80% are assumed to live in developing countries Most of them lived for 33% of the years with disability are due to neuropsychiatric disorders (depression, alcohol-use disorders, schizophrenia and bipolar disorder). From 2000-2004, University Malaya Medical Centre found suicides of 164 male (65%) and 87 female (35%) victims with their ages ranging from 15 to 80 years. The age group with the highest total of cases between 21 to 30 (83 of 251; 33.1%) The highest rate of suicide was among Chinese (ethnic groups) with a total of 120 cases (120 of 251; 47.8%) by using the common method; jumping from height (41%). Whereas, Indians commonly commit suicide by hanging themselves (49 of 87) and poisoning (20 of 37; 54.1%); and Muslims had shown the lowest cases of suicide (18 of 251; 7.2%). 1.5 Types of suicide “Collective tendencies have an existence of their own; they are forces as real as cosmic forces, though of another sort; they, likewise, affect the individual from without…” (Thompson, 1982, p. 109 [excerpt from Suicide]) To separate true suicides from accidental deaths, Durkheim proposed this definition of suicide: “the term suicide is applied to all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result” (1982, p. 110 [excerpt from Suicide]). Then, Durkheim proposes four types of suicide: 1) Egoistic suicide Minimal social integration allows outcasts and segregation of individuals who are not considered fit to be bounded to specific social groups. These individuals are left with little social support or guidance. Thus, tendency to commit suicide increases. For example, students especially girls in schools wanted to belong in groups or so-called cliques. Most of the times, the ones whom are shunned off are the ones to be laughed at and criticized. 2) Altruistic suicide The opposite of egoistic suicide. This type of suicide results from too much of integration. Self-sacrifice is the prominent trait and members of the group were so integrated that they lost their individuality and ever so willing to sacrifice for the group’s interest. For example, black metal groups in school do underground sacrificial methods at times in their act of worshipping. 3) Anomic suicide (of moral regulation) When means were unable to fulfill needs, an imbalance of means and needs arise. i. Acute economic anomie Traditional institutions such as religion and government failed to practise moral restraints on a capitalist society. Hence, the ruling of private individuals to determine one’s fate in life. This type of suicide does not apply in Malaysia because it is a democratic country where everyone has the equal rights to flourish in their own ability. ii. Chronic economic anomie Social regulation gradually diminishes after a revolution or urbanization. As a result, traditional social rules deteriorated. Wealth and property was not enough to make individuals happy, as was demonstrated by higher suicide rates among the wealthy than the poor. For instance, richer students gain easier access to drugs because of their high allowance making it affordable for them. Later on, usage of drug substances will lead to suicide (will be discussed later in this topic). This also explains why students in urban schools are more prone to suicide instead of rural area students. iii. Acute domestic anomie The inability of an individual to adapt to sudden changes in life results in this suicide. For instance, a student who could not cope the loss of his or her family members might consider suicide as an option to end the suffering. iv. Chronic domestic anomie The way marriage is seen in different regulations and needs for each gender. Bachelors tended to commit suicide at higher rates than married men because of a lack of regulation and established goals and expectations. On the other hand, bachelorettes are lower risk to commit suicide because without marriage, they are not confined to boundaries set by the household. This is not an issue for students in Malaysian schools unless if young girls are married off during schooling. Such cases are rare in Malaysia unless in rural areas like in Sabah or Sarawak. 4) Fatalistic suicide This type of suicide did not receive much attention because it is a rare phenomenon of the real world. People who are over regulated and receive unrewarding lives like the slaves or childless married women might consider suicide. Their future is relies on others to determine. Cases do happened like prostitution or human trafficking, but this type of suicide does not relate much to the field of education. 1.6 Warning signs “Rarely, suicide spurs a moment of intense decision”, says Dr Suarn Singh, Head of Psychiatry, Ministry of Health Malaysia. More often, there are many clues to look out for to identify school students at risk of mental and social distress and signs leading to the actual attempt, such as: A change in behavior- speech or actions – such as constantly saying that “I can’t go on” or “I want to end it all”. Attitudes or appearance takes a toll on health and individual becomes recluse and not care of how they look usually by not grooming. Behaving recklessly by not taking safety measures, e.g.: crossing the road without looking. Giving away prized possessions and valuable items. Individual may be accompanied with unpredicatable mood swings like crying, self-mutilation and impulsiveness. Identify the distress and dramatic change that affects the student’s performance in school (e.g.: attendance and behavior) Lack of interest in school, overall decline in performance, misconduct in class, unexplainable absence or truancy. Abuse of substance, smoking or drug (including cannabis). Violent behaviour which sometimes involves the police. 1.7 Risk Factors and Risk Situations When accessing suicide patterns amongst students, all parties including school staffs, families and friends should be aware of the victim’s behaviour. Repetitive self mutilation should also be taken into note because distraught teenagers tend to repeat their acts. Particular suicide behaviour under circumstances is interdependent with the environment and genetic factors. Various states or neighbouring countries that features factors of cultural, political and economic differences may play a role in risking the youth’s decisions of suicide. On the other hand, risk situations are hurtful or injurious events which are experienced by the victims. These occurrences may wound the victim’s personal dignity and self-image. Example, a suicidal student may encounter with peer pressure in school, bullying, disappointment and failure in academic or high expectations from parents during examination. Suicide has become an intense debate, yet, it still remains as an ambiguous subject to fully grasp. A normal person will never understand to what extent these youth will do just to end their lives. Researches were done and found that major risk factors are linked to young people who are plagued with these causes that might have been the reasons leading them to suicide. The major risk factors to include are: Cultural and sociodemographic factors Family pattern and negative life events during childhood Cognitive style and personality Anxiety disorders Substance abuse Eating disorders Psychotic disorders Current negative life events as triggers of suicidal behavior Cultural and sociodemographic factors Different countries are linked to different cultures and demographic structures. In the third world countries, low socioeconomic status, lack of education system and unemployment are risk factors for suicide. Although Malaysia is a developed country and cannot be compared to third world neighbours, suicide still happens rampantly in urban areas, which is developed and suicide rates are expected to be lower instead of a drastic statistics to show. When urbanization enforces competitions, psychological impact of torture may lead to self-conflict between oneself and the society. One is expected to perform to the standards of society’s customary demands. Likewise, in Malaysian schools, students are very academic inclined. This is a powerful risk factor for students to be depressed and may resort to self-destruction. Also, students and adolescents whom lack of self-identity and cultural roots may opt for this choice of suicide under stressful environment. That said, “Each individual young person’s growth is intertwined with collective cultural tradition”, as stated by World Health Organization (WHO). Since Malaysia is a multiracial country, there are more than one race that plays a greater attribution of gender nonconformity and identity issues. Imagine an Indian girl being placed at a Chinese school with the majority of Chinese, she is hardly accepted into the culture of the majority. When a student begins to fear a serious acceptance problem, they will lack of support in order to experience an optimum growth during that phase of life. Family pattern and negative life events during childhood Personal loss and conflict, associated with parents or romantic attachments are one of the commonest reasons for suicide amongst students. Physical or sexual abuse, family feud played a part in suicide contemplation as well. Usually, suicidal youth will leave a note or tracks that they are about to suicide. Like the diary, short notes of apologies, so on and so forth. More often, suicidal students want to escape the pressure from demands of the environment or from psychological aspects that the truth is a painful unbearable fact to handle. Broken families and traumatic experiences e.g. rape, mental torture, etc. leave a scar for life in the child especially when the child is unable to manage with the aftermaths of trauma. There are evidences that suggest suicidal students often come from destructive families with more than one factor risks. The effects are cumulative and these problems are usually not known because suicides are more likely to refrain from seeking help from others. Here are a few negative aspects to take note of a dysfunctional family that often characterizes cases of suicidal students: Family with the history of suicide. Alcohol and substance abuse member in the family. Abusive family (physically, mentally or sexually). Divorce and separation of family Very high or very low demands of standards from the parents. Lack of attention and care from family members. Cognitive style and personality It is arguable between the relationship of a certain suicidal trait and an array of cognitive style and personality that risk suicides amongst young people. It is generally equivocal and ambivalent because suicidal patterns vary amongst different individuals. The following traits are observed in a suicidal youth, particularly students during adolescence: Instability in mood. Aggressive and needs anger management. Anti-social High impulsiveness Inability to grasp realities and rigid mentality, often in their own world of illusion. Great feeling of worthlessness and despair. Anxiety and inferiority. Provocative behaviour towards others including family and classmates. Ambivalent relationships with the society (family, friends, people). Suicidal behaviour is overrated amongst school children and adolescents with the following psychiatric disorders: Anxiety disorders and Depression It is known from studies that have proven the connection between anxiety disorder and suicide. Whilst traits of anxiety appear to be independent of depression, its effect always leads to psychosomatic symptoms if not treated. Unlike depression, anxiety disorder is prominent to detect and victim will always shows signs of worries and unhappiness with themselves. Discussion about depression should be taken seriously. Depression is often beyond recognition. Students may seem fairly disappointed or angry at minor disturbances and may never considered suicide. But if the symptoms of depression last for more than a week or so without improvement, help is needed. The signs of depression noticed amongst students or youth include: Utter degree of sadness Gradual withdrawal from everything. Student becomes recluse and isolated. School performance dropped with no apparent reasons. Loss of interest in activities that student used to enjoy. Feelings of worthlessness, hopelessness, helplessness Lack of motivation. Differences in sleeping habits and fatigue. Change in appetite and eating patterns. Self-neglect and self-hatred. Physical complaints, sad thoughts or death. Anger management needed for reckless attitude and temper. Substance abuse. Restlessness and agitation with one self or others. School students with depression symptoms oftentimes present anti social behavior and both are precursor to suicide. It is noticed that depressed female student will be more silent and withdrawn from others, whereas on their male counterpart, students of that gender becomes aggressive and disrupted and seek a great deal of attention. Prior to that, students can kill themselves too without having to be depressed and they can also be in a state of depression without killing themselves. Substance abuse Students who abused alcohol and drugs are often linked to suicide. Teenagers are oftentimes found to have committed the act of suicide after consuming the substances. Sometimes, students used these substances to ease their stress and depression. In another case, youth whom have never thought of suicide may have done so after taken alcohol because alcohol suppresses rationale thinking. Simply, their actions are based on an impulsive act which leads them to ending their lives even so they might never have contemplated suicide when they are sober. Eating disorders Eating disorders happen mostly to the female genders whom are dissatisfied with their own bodies. In the eye of the society, thin slender girls are objects of desire. The media often portrays catwalk models, who are skinny and scrawny. In schools, fat students are always being sneered and jeered as well as being outcast. Anorexic and bulimic girls are susceptible towards depression and suicide risk for anorexics are as much as 20 times more than youth in general. Psychotic disorders Albeit, we hardly heard of Malaysian students suffering from severe psychiatric disorders like the schizophrenia or manic-depressive disorder, those affected are still in jeopardy with suicide risks. But most psychotic youths started off with other risk factors, such as excessive smoking and substance abuse. Current negative life events as triggers of suicidal behavior As aforementioned due to inherited genetic factors, destructive families and negative aspects in life, students of this age find themselves susceptible towards suicide because when current negative life events happen in concurrent with their condition they find it difficult to cope furthermore. This susceptibility makes it difficult to cope with negative life events adequately, and that said, stressful life events precede suicide. They reminds of the student of sense of hopelessness and despair. 2.0 How Schools can Prevent Suicide Usually, suicidal students hardly attempt suicides within the school compound. But when the outbreak of a student’s suicide takes place, even off school’s territory, the news will shock others, causing extreme emotional distress amongst students, staff, and parents whilst school activities will come to halt for weeks before it is resumed. Hence, schools play an important role for preventing suicides. Many young students whom are affected by mood disorders or substance abuse later on contemplate suicide. Whilst the other emotional setbacks linked to suicide includes conduct disorders, aggression, split personality disorder, and intense feeling degree of hopelessness (Berman, Jobes, and Silverman, 2006). Here, the school’s responsibility and roles to play are summarized by the National Association of School Psychologists (NASP) (Poland and Lieberman, 2003): 2.1 Detection/ Awareness School administration and staff personnel should take note of students’ behaviour for signs of suicide. Interaction on a regular basis is encouraged amongst the school and students. School counselor must play his or her responsibility in helping problematic students before any occurrence of suicide. 2.2 Parent notification When awareness is created, any changes in attitudes or suspicious acts arise the school should update the parents or guardian of student’s. Face to face discussion is recommended to come about ways of preventing the student from suicide, which includes close supervision or referral to professionals. Also, a record of victim’s parent and victim should be kept confidential. 2.3 Support for students at risk of suicide The school, psychologists and counselors, should monitor and support suicidal students. Counseling and follow-up services shall be recommended. 2.4 School-Based Suicide Prevention Programs Schools should train teachers and staffs to help recognize students at risk of suicide. This can be done through training and appropriate mechanisms necessary. These mechanisms include a series of programs specially designed to counteract suicidal risks. Schools must heed these vital steps to control suicide among their students: Ø School-based suicide prevention program and school-based mental health services Health screening, mental health survey and educational activities are carried out at school level to help students recognize and seek help when needed. Programs like health promotion program and risk prevention can be effective if made comprehensive to students. Ø Suicide prevention gate keeping program People who have regular interaction and contact with students in school are teachers. They need to know how to recognize students’ behavioural patterns and warning signs. Also, teachers need to be actively involved in dialogue to explore the risk of suicide amongst students and to ensure that the victim must receive proper guidance and treatment when it is necessary. Records must be kept up to date and problematic students must be scrutinized. Ø School crisis preparation and response plan This prepares the school in the case of emergency, from natural disaster to violence within the school. The school crisis preparation plan should include procedures of preventing self-destructive students as well as students in the midst of contemplation. Also, guidance must be taken into account as a reference for teachers and staffs to respond such cases when such tragedy arises. Ø Postvention Such term is used to measure preventions to be implemented after a tragedy takes place. The purpose of this program is to lessen the risk of those witnesses to be affected directly after the incident. Suicide or unexpected death of another student can result in a traumatized individual. This program includes grief counseling for students and school party. Postvention helps to identify other students whom may be at risk after a trauma, and to support students. Sometimes, school works with the media to ensure such coverage of news does not lead to additional risks of suicide. 3.0Suggestions: A guide for Teachers and School Staffs It takes time for a student to attempt suicide. Rarely, suicide occurs out of sudden with no warning. Most cases, teachers and members of the society who observe the victim on a daily basis is able to distinguish a behaviour of norm and suicidal. The following are three (3) steps of prevention: before, during and after a suicide: 3.1 General prevention: before any suicidal incident Early recognition helps save lives. Experts advised that it is not a wise approach to teach about suicide explicitly. Rather, they recommend tackling this problem by replacing issues of suicide with a positive mental health approach. a) Mental health of schoolteachers and other school staff Teachers are the role model in any causes. A positive teacher is able to change the outlook of a person’s perspective in a brighter light. Hence, strengthening the mental health of a teacher only can he or she guides the students into the correct path in life. b) Students’ self-esteem Positive self-esteem is vital to protect students against suicide. One with topnotch of esteem will cope better with stress even how difficult one’s situation may be. To nurture positivity amongst the students, a few rules should not be taken lightly. Firstly, students must never been pressured constantly to fare better than other students. They must always look on the brighter side of life experiences in order to forge a positive identity. Every student should be cherished as who they are and be accepted for what they are. In addition, the school should work on introducing life skills by having experts giving talks and later on assimilate a positive workshop as part of the curriculum. Most importantly, the programme is able to send out messages of knowledge to peers on how to be supportive and seek help if necessary. Plus, the school should revise and review the education system to enhance the development of every student holistically. c) Emotional expression Students should learn on how to express their emotions appropriates and to take charge of how they feel seriously. When things gone awry, they should confide in parents, teachers, adults, doctor, friends or even religious advisors. d) Bullying and violence at school Issues on bullying have been a serious matter for ages since bullying make suicide seemed more pleasant to students to escape from humiliation and personal dignity. Because the victim could not determine what others had done to him/her, the victim had only his own life to control. Thus, specific skills should be taught in schools to prevent bullying and violence. This way, only the school can provide a sanctuary for safety and intolerance of the negative aspects. e) Information about care services In Malaysia, Befrienders are not unfamiliar to the society these days. Students should be aware about the availability of these services and by making it accessible to the young people, so that they can utilize the help lines in the case of crisis and psychiatric emergency. To include, there are over 240 Health Centres nationwide in Malaysia that have psychiatric units and also counseling unit for help. The latest news up to date, Prof Hu

Read case and answer 3 questions at end of the case. Be sure to look at the website. Rubric

Read case and answer 3 questions at end of the case. Be sure to look at the website. Rubric Question # 1- Evaluate the Approach chosen. Question # 2- Is success part of trend among upmarket shoppers? Question # 3- Should more stores be open, and why?

ENGL Vincennes University How to Applicate First Aid in an Risk Situation Discussion

ENGL Vincennes University How to Applicate First Aid in an Risk Situation Discussion.

You and your fiancée are sheltering in the basement of your apartment building, following a tornado warning for your area.After hearing an “all clear” on your emergency radio, you head upstairs and outside, only to witness massive devastation on your block.The power is out, cell service is out, and there is a car that is flipped upside down on its roof, up against a lamp post.You hear cries and moans coming from the vehicle.No one else is yet in sight. On approaching the vehicle, you see four people inside, two adults, and two children.The driver, a man, has crawled out the window of the vehicle.He has a compound fracture of his right leg, and is bleeding severely from a head wound, with blood coming out his ears and nose.He is conscious, but barely, unable to answer your questions. The woman on the passenger side is unconscious.She was not wearing a seat belt and has fallen from the seat.A brief examination shows only minor scrapes and cuts, but she is wearing a medical ID tag that indicates she is diabetic.She regains consciousness during your examination of her, and says she feels lightheaded and weak, and that she has not had her medicine yet today.She points back to the boy in the backseat, says, “hospital”, then loses consciousness again. In the back of the vehicle, on the passenger side, a young girl, approximately 8 years of age, is screaming loudly, clearly in a great deal of pain, traumatized by the accident.She is covered in blood, though you can’t initially see what the source of the blood is.She shies away from you as you try to enter the car, screaming louder. Opposite her in the back seat is an older boy, a young teenager, perhaps 13 or 14.He is curled up in an upright fetal position, moaning softly, hands protectively over the lower right side of his abdomen.He has no visible wounds, and your questions to him reveal that his pain is internal.He manages to tell you that the family was on their way to the hospital, suspecting appendicitis, when caught out in the storm. Across the street from you are two businesses, a small convenience store, and a pharmacy.Both are closed. Directions:Using the scenario information above, each student will prepare a minimum 2 page paper summarizing the actions you take.The paper should be written in narrative/essay format and must include the following elements: 1.Prioritize the order of victim treatment.Describe in detail what you would do for each person. Justify your decision.What are the pros and cons of choosing to provide first aid in this situation?What other actions are possible? 2.Both the pharmacy and convenience store may offer items that would help you, yet being closed, it would involve breaking and entering, then stealing items to aid you in your first aid efforts.Do you do this?Describe the reason for your action choice. 3.Explain how this scenario relates to first aid course content. 4.Demonstrate an understanding of the ethical reasoning issues by responding to the following eight key questions (8KQ). 1.Fairness – How can I act equitably and balance legitimate interests? 2.Outcomes – What achieves the best short- and long-term outcomes for me and all others? 3.Responsibilities – What duties and/or obligations apply? 4.Character – What action best reflects who I am and the person I want to become? 5.Liberty – How does respect for freedom, personal autonomy, or consent apply? 6.Empathy – What would I do if I cared deeply about those involved? 7.Authority – What do legitimate authorities (e.g. experts, law, my religion/god) expect of me? 8.Rights – What rights (e.g. innate, legal, social) apply? The final paper must include a minimum of 2 citations.The citations must be included in normal reference format at the bottom of the last page or on a separate “works cited” page. MLA Format.
ENGL Vincennes University How to Applicate First Aid in an Risk Situation Discussion

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