Reflection on Nursing Communication Scenario

Reflection on Nursing Communication Scenario INTRODUCTION TO COMMUNICATION SKILLS Communication is a vital part of the nurses role. Theorists such as Peplau (1952), Rogers (1970) and King (1971) all emphasise therapeutic communication as a primary part of nursing and a major focus of nursing practice. Long (1992) further suggests that communication contains many components including presence, listening, perception, caring, disclosure, acceptance, empathy, authenticity and respect. Stuart and Sundeen (1991, p.127) warn that while communication can facilitate the development of a therapeutic relationship it can also create barriers between clients and colleagues. Within Healthcare, communication may be described as a transitional process that is dynamic and constantly changing (Hargie, Saunders and Dickenson, 1994, p.329). It primarily involves communication between the nurse and the patient. If the interaction is to be meaningful, information should be exchanged; this involves the nurse adopting a planned, holistic approach which eventually forms the basis of a therapeutic relationship. Fielding and Llewelyn (1987) contend that poor communication is the primary cause of complaints by patients. This is supported by Young (1995) who reports that one third of complaints to the Health Service Commissioner were related to communication with nursing staff. Studies by Boore (1979) and Devine and Cook (1983) demonstrate that good communication actually assisted the rate of patient recovery thus reducing hospital admission times. This suggests that good communication skills are cost effective. In this assignment, I have reflected on situations that have taken place during my clinical work experience. These situations have helped to develop and utilise my interpersonal skills, helping to maintain therapeutic relationships with patients. In this instance, I have used Gibbs (1988) reflective cycle as the framework for my reflection. Gibbs (1988) reflective cycle consists of six stages in nursing practice and learning from the experiences. Description of the situation that arose. Conclusion of what else would I could have done. Action plan is there so I can prepare if the situation rises again. Analysis of the feeling Evaluation of the experience Analysis to make sense of the experience My Reflective Cycle Baird and Winter (2005) illustrate the importance of reflective practice. They state that reflecting will help to generate knowledge and professional practice, increase ones ability to adapt to new situations, develop self esteem and greater job satisfaction. However, Siviter (2004) explains that reflection is about gaining self confidence, identifying ways to improve, learning from ones own mistakes and behaviour, looking at other peoples perspectives, being self aware and making future improvements by learning from the past. I have come to realise that it is important for me to improve and build therapeutic relationships with my patients by helping to establish a rapport through trust and mutual understanding, creating the special link between patient and nurse as described by Harkreader and Hogan (2004). Peplau (1952), cited in Harkreader and Hogan (2004), notes that good contact in therapeutic relationships builds trust as well as raising the patients self esteem, often leading t o the patients personal growth. Ruesh (1961), cited in Arnold and Boggs (2007), states that the purpose of therapeutic communication is to improve the patients ability to function. Therefore, in order to establish a therapeutic nurse/patient interaction, a nurse must possess certain qualities e.g. caring, sincerity, empathy and trustworthiness (Kathol, 2003) (P.33). These qualities can be expressed by promoting effective communication and relationships by the implementation of interpersonal skills. Johnson (2008) defines interpersonal skills as the ability to communicate effectively. Chitty and Black (2007, p 218) mention that communication is the exchange of information, thoughts and ideas via simultaneous verbal and non verbal communication. They explain that while verbal communication relies on the spoken word, non-verbal communication is just as important, consisting of gestures, postures, facial expressions, plus the tone and level of volume of ones voice. Thus, my reflection i n this assignment is based on the development of therapeutic relationships between the nurse and patient using interpersonal skills. My reflection is about a particular patient, to whom, in order to maintain patient information confidentiality (NMC, 2004), I will refer to as Mr R. It concerns an event which took place when I was working on a surgical ward. Whilst there were male and female wards, female and male surgical patients were encouraged mingle. On this particular day, I noticed that one of the male patients was sitting alone on his bed. This was Mr R., a 64 year old gentleman who had been diagnosed with inoperable cancer of the pancreas, with a life expectancy of 18-24 months. He was unable to control his pain, and whilst some relief could be provided by chemotherapy, Mr R. had a good understanding of his condition and knew that there was no cure available. He was unable to walk by himself and always needed assistance even to stand up or sit down. Because of his mobility problems I offered to get him his cup of tea and I then sat with him as he was lonely. I would now like to discuss the feelings and thoughts I experienced at the time. Before I gave Mr R. his cup of tea, I approached him in a friendly manner and introduced myself; I tried to establish a good rapport with him because I wanted him to feel comfortable with me even though I was not a family member or relative. When I first asked Mr R. if I could get him a cup of tea, he looked at me and replied I have asked the girl for a cup of tea, I dont know where she is. I answered Well, I will see where she is and if I cant find her, I will gladly get one for you Mr R. In doing this, I demonstrated emphatic listening. According to Wold (2004, p 13), emphatic listening is about the willingness to understand the other person, not just judging by appearance. Then I touched MrR.s shoulders, kept talking and raised my tone a little because I was unsure of his reaction. At the same time, I used body language to communicate the action of drinking. I paused and repeated my actions, but this time I used some simple words which I though Mr R. would understand. Mr R. looked at me and nodded his head. As I was giving him his cup of tea, I maintained eye contact as I didnt want him to feel shy or embarrassed. Fortunately, using body language helped me to communicate with this gentleman. At the time I was worried that he would be unable to understand me since English is not my first language but I was able to communicate effectively with him by verbal and non-verbal means, using appropriate gestures and facial expressions. Body language and facial expressions are referred to as a non-verbal communication (Funnell et al. 2005 p.443). I kept thinking that I needed to improve my English in order for him to better understand and interpret my actions. I thought of the language barrier that could break verbal communication. Castledine (2002, p.923) mentions that the language barrier arises when individuals come from different social backgrounds or use slang or colloquial phrases in conversation. Luckily, when dealing with Mr R. the particular gestures and facial expressions I used helped him to understand that I was offering him assistance. The eye contact I maintained helped show my willingness to help him; it gave him reassurance and encouraged him to place his confidence in me. This is supported by Caris-Verhallen et al (1999) who mention that direct eye contact expresses a sense of interest in the other person and provides another form of communication. In my dealings with Mr R., I tried to communicate in the best and appropriate way possible in order to make him feel comfortable; as a result he placed his trust in me and was more co-operative. Evaluation In evaluating my actions, I feel that I behaved correctly since my actions gave Mr R. both the assistance he needed and provided him with some company. I was able to successfully develop the nurse-patient relationship. Although McCabe (2004, p-44) would describe this as task centred communication one of the key components missing in communication by nurses I feel that the situation involved both good patient and task centred communication. I feel that I treated Mr R. with empathy because he was unable to perform certain tasks himself due to his mobility problems and was now refusing chemotherapy. It was my duty to make sure he was comfortable and felt supported and reassured. My involvement in the nurse-patient relationship was not restricted to task centred communication but included a patient centred approach using basic techniques to provide warmth and empathy toward the patient. I found that I was able to improve my non-verbal communication skills in my dealings with Mr R. When he first mentioned having chemotherapy, he volunteered very little information, thus demonstrating the role of non-verbal communication. Caris-Verhallen et al (1999, p.809) state that the role of non-verbal communication becomes important when communicating with elderly people with incurable cancer (Hollman et al 2005, p.31) There are a number of effective ways to maximise communication with people, for example, by trying to gain the persons attention before speaking this makes one more visible and helps to prevent the person from feeling intimidated or under any kind of pressure; the use of sensitive touch can also make them feel more comfortable. I feel that the interaction with Mr R. had been beneficial to me in that it helped me to learn how to adapt my communication skills both verbally and non-verbally. I used body language to its full effect since the language barrier made verbal communication with Mr.R. difficult. I used simple sentences that Mr R. could easily understand in order to encourage his participation. Wold (2004, p.76) mention that gestures are a specific type of non-verbal communication intended to express ideas; they are useful for people who have limited verbal communication skills. I also used facial expressions to help encourage him to have chemotherapy treatment which might not cure his problem but would give him some relief and make him feel healthier. Facial expressions are the most expressive means of non-verbal communication but are also limited to certain cultural and age barriers (Wold 2004 p.76). My facial expressions were intended to encourage Mr R. to reconsider his decision with regard to chemotherapy treatment. Whilst I could not go into all the details about his treatment, I was able to advise him to complete his treatment in order to alleviate his symptoms. Analysis In order to analyse the situation, I aim to evaluate the important communication skills that enabled me to provide the best level of nursing care for Mr R. My dealings with Mr R. involved interpersonal communication i.e. communication between two people (Funnell et al 2005, p-438).I realised that non-verbal communication did help me considerably in providing Mr R. with appropriate nursing care even though he could only understand a few of the words I was speaking. I did notice that one of the problems that occurred with this style of communication was the language barrier but despite this I continued by using appropriate communication techniques to aid the conversation. Although it was quite difficult at first, the use of non verbal communication skills helped encourage him to speak and also allowed him to understand me. The situation showed me that Mr R. was able to respond when I asked him the question without me having to wait for an answer he was unable to give. Funnell et al (2005, p 438) point out that communication occurs when a person responds to the message received and assigns a meaning to it. Mr R. had indicated his agreement by nodding his head. Delaune and Ladner (2002, P-191) explain that this channel is one of the key components of communication techniques and processes, being used as a medium to send out messages. In addition Mr R. also gave me feedback by showing that he was able to understand the messages being conveyed by my body language, facial expression and eye contact. The channels of communication I used can therefore be classed as both visual and auditory. Delaune and Ladner (2002 p.191) state that feedback occurs when the sender receives information after the receiver reacts to the message, however Chitty and Black (2007, p.218) define feedback as a response to a message. I n this particular situation, I was the sender who conveyed the message to Mr R. and Mr R. was the receiver who agreed to talk about his chemotherapy treatment and allowed me to assist. Consequently I feel that my dealings with Mr R. involved the 5 key components of communication outlined by Delaune and Ladner (2002, p.191) i.e. senders, message, channel, receiver and feedback. Reflecting on this event allowed me to explore how communication skills play a key role in the nurse and patient relationship in the delivery of patient-focussed care. Whilst I was trying to assist Mr R. when he was attempting to walk, I realised that he needed time to adapt to the changes in his activities of daily living. I was also considering ways of successful and effective communication to ensure a good nursing outcome. I concluded that it was vital to establish a rapport with Mr R. to encourage him to participate in the exchange both verbally and non-verbally. This might then give him the confidence to communicate effectively with the other staff nurses; this might later prevent him from being neglected due to his age or his inability to understand the information given to him about his treatment and the benefits of that treatment. I have set out an action plan of clinical practice for future reference. If there were patients who needed help with feeding or with other procedures, I would ensure that I was well prepared to deal patients who werent able to communicate properly. This is because, as a nurse, it is my role to ensure that patients are provided with the best possible care. To achieve this, I need to be able to communicate effectively with patients in different situations and with patients who have differing needs. I need to communicate effectively as it is important to know what patients need most during there stay on the ward under my supervision. Whilst I have a lot of experience in this field of practice, communication remains a fundamental part of the nursing process which needs to be developed in nurse-patient relationships. Wood (2006, p.13) states that communication is the key to unlock the foundation of relationships. Good communication is essential if one is to get to know a patients individu al health status (Walsh, 2005, p.30). Active learning can also help to identify the existence of barriers to communication when interacting with patients. Active learning means listening without making judgements; I always try to listen to patients opinions or complaints since this gives me the opportunity to see the patients perspective (Arnold, 2007, p.201). On the other hand, it is crucial to avoid the barriers that occur in communication with the patients and be able to detect language barriers. This can be done by questioning patients about their health and by asking them if they need help in their daily activities. I set about overcoming such barriers by asking open-ended questions and interrupting when necessary to seek additional facts (Funnell et al, 2005, p.453). Walsh (2005, p.31) also points out that stereotyping and making assumptions about patients, by making judgements on first impressions and a lack of awareness of communication skills are the main barriers to good communication. I must not judge patients by making assumptions on my first impression but should go out of my way to make the patient feel valued as an individual. I should respect each patients fundamental values, beliefs, culture, and individual means of communication (Heath, 300, p.27). I should be able to know how to establish a rapport with each patient. Cellini (1998, p.49) suggests a number of ways in which this can be achieved, including making oneself visible to the patient, anticipating patients needs, being reliable, listening effectively; all these factors will give me guidelines to improve my communication skills. Another important factor to include in my action plan is the need to take into account any disabilities patients may have such as poor hearing, visual impairment or mental disability. This could help give the patient some control and allow them to make the best use of body language. Once I know that a patient has some form of disability, I will be able to prepare a course of action in advance, deciding on the most appropriate and effective means of communication. Heath (2000, p.28) mentions that communicating with patients who have an impairment requires a particular and certain type of skill and consideration. Nazarko (2004, p.9) suggests that one should not repeat oneself if the patient is unable to understand but rather try to rephrase what one is saying in terms they can understand e.g. try speaking a little more slowly when communicating with disabled people or the hard of hearing. Hearing problems are the most common disability amongst adults due to the ageing process (Schofield. 2002, p.21). In summary, my action plan will show how to establish a good rapport with the patient, by recognising what affects the patients ability to communicate well and how to avoid barriers to effective communication in the future. Conclusion In conclusion, I have outlined the reasons behind my choosing Gibbs (1988) reflective cycle as the framework of my reflection and have discussed the importance of reflection in nursing practice. I feel I have discussed each stage of the cycle, outlining my ability to develop therapeutic relationship by using interpersonal skills in my dealings with one particular patient. I feel that most parts of the reflective cycle (Gibbs 1988) can be applied to the situation on which I have reflected. Without the model of structured reflection I do not feel I would have had the confidence to consider the situation in any depth (Graham cited in Johns 1997 a, p.91-92) and I fear reflection would have been remained at a descriptive level. I have been able to apply the situation to theory; as Boud Keogh Walker (1985, p.19) explain that reflection in the context of learning is a generic term for those intellectual and effective activities whereby individuals engage to explore their experiences in ord er to lead to a better understanding and appreciation. Boyd Fales (1983, p.100) agree with this and state that reflective learning is the process of internally examining and exploring an issue of concern, trigged by an experience that creates and clarifies meaning in terms of self and which results in a changed conceptual perspective. However, I personally believe that the reflective process is merely based on each individuals own personality and beliefs as well as their attitude and approach to the life. Appendix Mr R., a 64 year old gentleman, was an inpatient on a surgical ward. Earlier that day his consultant had directly informed him that he had inoperable cancer of the pancreas with a life expectancy of 18-24 months. Some relief might be offered by chemotherapy, but there was no cure. Mr R. was understandably shocked, but had suspected the diagnosis. At that time he remained in the care of the specialist nurse. Later in the day, as I was passing through the ward, I notice Mr. R. alone on his bed. Prescriptive A prescriptive intervention seeks to direct the behaviour of the client, usually behaviour that is outside the client-practitioner relationship. My first intervention was to open the conversation and demonstrate warmth. I provided information myself and gave Mr R. the choice of staying on his own or engaging with me. By shaking Mr R.s hands I was attempting to provide reassurance and support as well as communicating warmth in order to reduce his anxiety and promote an effective nurse-patient relationship. Practitioner: Hello Mr. R, I am one of the nurses here this  morning with Dr. M. Is there anything I can get you or would you rather be on your own? (Shook hands). Mr. R: NO, I remember you from this morning, come and sit down. Ive asked the girl for a cup of tea, I dont know where shes got to. Practitioner: Well give me a minute and Ill bring you one in. Do you take sugar? Mr. R: I suppose I shouldnt, then why worry. Two please. Practitioner: (Returning with a cup of tea) Here we are, dont blame me if its horrible, I got it from the trolley. (I smiled at Mr.R. and tried to establish eye contact, then sat down in the chair next to him). Mr. R: Thanks, thats just what I need. 2. Informative An informative intervention seeks to impart knowledge, information and meaning to the patient. My intention was to reinforce the nurse-patient relationship by smiling and attempting to establish eye contact as well as using facial expressions to put the patient at ease and establish a good rapport. By making Mr. R a cup of tea it created a pleasant response in a time of crisis. Practitioner: Jane (specialist nurse) was here this morning, what did you think about what she had to say? Mr. R: Oh yes she was very nice, mind you Im an old hand at this, I looked after my wife when she had cancer. Mr. R: She was riddled with cancer, but we kept her at home and looked after her. She could make a cracking cup of tea (Mr.R. smiles) Practitioner: (smiles and nods) When did she pass away? 3. Confronting A confronting intervention seeks to raise the clients consciousness about limiting behaviour or attitudes of which they are relatively unaware. By meeting the patients needs at that time I felt the urge to continue to show a display of warmth and develop the relationship further. Mr. R: It will be two years next month that she died. Practitioner: You must miss her. Mr. R: Theres not a day goes by that I dont talk to her. Goodness knows what she would make of all this, its brought it all back. 4. Cathartic A cathartic intervention seeks to enable the client to discharge/react to a painful emotion primarily grief, fear and/or anger. Mr. R spoke emotively and angrily by using such words as riddled and cancer. He spoke loudly and angrily with congruent non-verbal cues. Practitioner: Has what youve been discussing with Jane reminded you of your wifes death? Mr. R: Yes, (patient covers his face with his hands). Practitioner: What is it about what youve heard that is worrying you, do you think you can tell me? 5. Catalytic A catalytic intervention seeks to elicit self-discovery, self direct living, learning and problem solving in the client. Mr. R had a broad scope in which to discuss any concerns he may have had, but his response only concerned his wife, not him as his wife was the one who suffered from cancer. Mr. R: (Pause) ..Im an old hand at this and I dont want any of that chemo. Practitioner: What is it about the chemotherapy you dont like? Mr. R: My wife had it and we went through hell. Practitioner: You went through hell Mr. R: The doctors made her have the chemo and she still died in agony. 6. Supportive A supportive intervention seeks to affirm worth and value of the clients person, qualities, attitudes and actions. It is done to encourage the client to say more and to explore the issue further. Support is provided by non-verbal means like giving warmth, supportive posture and maintaining eye contact. I wanted to convince Mr. R that I was interested in what he had to say and help him believe that he was worth listening to that his opinions really mattered. Practitioner: Do you think the same thing will happen to you? Mr. R: Yes, thats the one thing Im worried about. Practitioner: em, if Im honest with you chemotherapy treatment is not a subject I know a lot about. (Pause), would you like to see the specialist nurse again? She can go over things with you and explain your options. Mr. R Well if she doesnt mind, Im just not sure the chemo will be worth it. Learning outcomes From this experience, I have learned the importance of:- Practice in accordance with the NMC (2004) code of professional conduct, performance, when caring for adult patients including confidentially, informed consent, accountability, patient advocacy and a safe environment. Demonstrating fair and anti-discriminatory behaviour, acknowledging differences in the beliefs, spiritual and cultural practices of individuals. Understanding the rationale for undertaking and documenting, a comprehensive, systematic and accurate nursing assessment of physical, psychological, social and spiritual needs. Interpreting assessment data to prioritise interventions in evidence based plan of care. Discussing factors that will influence the effective working relationships between health and social care teams. Demonstrating the ability to critically reflect upon practice.

Impact of Increased Temperature on Delosperma Cooperi Pollen

Impact of Increased Temperature on Delosperma Cooperi Pollen Eunice Oh The Impact of Increased Temperature due to Global Warming on Pollen Germination of  Delosperma  Cooperi Introduction: There is an ongoing crisis that is beginning to influence ecosystems throughout the world,  which may lead to large  scale  natural disasters due to the rise in temperature from global warming. According to NASA’s Goddard Institute for Space studies,  0.8 °C  have increased around the world since 1880. In addition, the rise in temperature is pervasive and  is  increasing at a faster rate in the last two decades (SITE1). This warming phenomenon can disturb ecosystems  and  lead to extinction in extreme cases.  Such ecosystems are dependent on plant growth and proliferation to sustain itself.  Therefore, an experiment to  observe  the  effects of  a significant  rise in temperature on pollen germination was conducted to predict the adaptability of  Delopsperma  cooperi,  a  common species of  iceplant  grown around the world, to  this phenomenon  . T  Delosperma cooperi  (trailing iceplant) was compared to  Tulbaghia violacea  (society garlic)  to obtain a broader view of how different plants from the same environment would react to a distinct change in temperature.  An increase of 10 °C was chosen as the variable to perform  analysis with the Q10  temperature coefficient.  Pollen is a fine powder that contains microgametophytes of seed plants and produces male gametes. When pollination occurs, the pollen grain  germinates and a tube is produced  as a conduit to transport the male gametes from the stigma to the pistils  of the ovule in flowering plants  (SITE2).   In nature, germination occurs  when the stigma is hydrated from  water  sources (e.g. rain)  . can also be induced  in vitro  using  a  germination media and  the  hanging drop method (SITE 3).  Three replicates were observed the were  analyzed  with  statistics  to  measure the significance of the variable   (via a T-test, and Dixon Q).   The plant’s temperature dependence was quantified with the Q10  temperature coefficient. It was predicted  that the increase in temperature would result in  a significant improvement of  pollen germination rate  and longer pollen tubes than the control  due to  Delosperma  cooperi’s  adaptive traits (quote). Materials and Methods: Germination of  Delosperma  cooperi  was induced in basic germination media, composed of  1mM KCl, 0.1mM CaCl2, 1.6mM H3BO3, 10% glucose,and distilled water. Standard lab  equipments were  used: light  microscope,  garden  gaskets, depression slides, slides warmer, petri dish,  and micropipettes. The light microscope was used under the 10x objective to track the germination process and measure the elongation of pollen tubes. To  accommodate  for  a large sample volume (50 µL  transferred using micropipettes), garden gaskets were employed to extend the capacity of the depression slides.  A  slides warmer  was used to maintain the high temperature environment (37 °C  )  and  wet  petri  dishes were  utilized as germination chambers. The hanging drop method consists  of several steps.   A gasket was placed on top of the slide in order to create an area for the hanging drop to be intact with the cover slide  and held together with grease. The slides were placed in the humidity  chamber to  allow germination and  prevent drying. Two sets of the hanging drops were prepared, one for the higher temperature (37 °C),  and another for the  positive  control  (27 °C  ). The negative control was prepared by observing the pollen without any germination media. Statistical analysis methodology: The  germination  elongation rates were recorded  by sampling five  pollen  tubes from each slide in 30 minutes  intervals, up to 150 minutes.  This data was analyzed  using biostatistics.  A  Dixon  Q test was performed to identify and remove outliers.  The  Dixon Q test  was calculated using the equation, Q= (gap)/(range). The gap refers to the absolute difference between the outlier and the closest number to the outlier  and the range is simply between the smallest and largest values  (CITE). After the elimination of outliers from the Dixon Q test, a student T-Test  (with a 95% confidence interval)  was performed to determine whether the variables were statistically significant in the difference of their elongation rates  using P values  (SITE).  Finally, a  Q10  value was determined from the mean of  elongation  rates.  It was calculated by using the following equation: Q10  = (R2/R1)10/(T2-T1).  Q10  is a unit-less measur ement that  quantify  the change of a biological system  due to temperature change. Results: The purpose of the experiment was to  measure the  elongation rates after every 30 minute interval, 32 points of data were obtained and analyzed.  Overall, the elongation rate  of  Delosperma cooperifor the high  temperature variable was as much as three  times faster  compared to the control  temperature  (0.686  Ã‚ µm/min vs.  0.278 µm/min)  in trial three. The percent germination was  also  noticeably better for the  high temperature variable  versus the control, where  it was  approximately 60% compared to 20%  after 120  minutes from initiation. From the list of data, the  Dixon Q-test result indicated the data point 0.780 µm/min of the higher temperature control as an outlier  with a 95% confidence level. The mean elongation rate for the room temperature was 0.314 µm/min and 0.454 µÃ‚  m/min for the higher temperature control. The student T-Test  yielded  a P value of 0.0447, which indicates  that the result is statistically significant at a 95% confidence interval.   The  Q10  temperature coefficient  for   Delosperma cooperi  was calculated to be  3.59, categorized as a temperature dependent biological system. Figure 1.  The graph shows the average  elongation  rates of  Delosperma  cooperi  at two different  temperatures. The tubule elongation rate was  0.314 µm/min  for the control and  0.454 µm/min  for the variable. Error bars denote one standard deviation  (0.152 µm/min  and  0.177 µm/min, respectively)  above and below the mean. Figure  2. The graph shows the average elongation rates of  Tulbaghia  Violacea  at two different  temperatures. The tubule elongation rate was  17.4 µm/min for the control and  3.00 µm/min for the variable. Error bars denote one standard deviation (1.95 µm/min  and  0.279 µm/min, respectively)  above and below the mean. Discussion: The results appear to support the hypothesis, where  Delosperma  cooperi  was positively affected by the increased  temperature  by approximately  a 0.140 µm/min  and 40% germination  improvement.   The result shows that the higher temperature yielded in an improvement in both percentage germination and pollen tube length growth  at a significant level (P10  value is higher than 2. Q10  is a unit-less measurement that establish a temperature coefficient  that correlates a system’s change to temperature difference  (of 10 °C)  (SITE 4) In addition,  the  higher percentage germination was observed from the higher temperature control  correspond to an article  in which  Delosperma cooperi  is more adapted to a higher temperature environment  due to  increased metabolic rate under temperature stress  (SITE 5). The results of  Delopserma  cooperi  were compared with  Tulbaghia  violacea  and suggest that the increased temperature had the opposite effect on  Tulbaghia  violacea, where  pollen germination percentage and pollen tube growth were more effective in the room temperature control.  Tulbaghia violacea  is known to be better suited in the colder environment  while high  temperatures  restrict their germination (SITE 6). However, the data was determined to be not significantly significant.  (P>0.6).   A possible future experiment includes testing a greater variety of indigenous  flower pollens  under more temperature variances. The experiment provided a glimpse into how certain plants would respond to  the consequences of  global  warming  and more studies are needed for a more comprehensive overview.   References Leistner, O. A. (ed.). 2000.  Seed plants of southern Africa: families and genera. Strelitzia10. National Botanical Institute, Pretoria. Mozaffar Ebrahim Edmund John Pool (2010). The effect of  Tulbaghiaviolacea  extracts on testosterone secretion by testicular cell cultures.  Journal of  Ethnopharmacology  132(1): 359–361 Reyes, A.B.,  Pendergast, J.S., and  Yamazaki, S. 2008. Mammalian peripheral circadian oscillators are temperature compensated. J.Biol. Rhythms 23: 95-98. â€Å"Global Warming Facts.† 2007. National Geographic.  http://news.nationalgeographic.com/news/2004/12/1206_041206_global_warming.html Raven, Peter H.; Ray F. Evert, Susan E. Eichhorn (2005).Biology of Plants, 7th Edition. New York: W.H. Freeman and Company Publishers. pp.504–508. Pfahler PL (1981).In vitro germination characteristics of maize pollen to detect biological activity of environmental pollutants. Health Perspect.37: 125–32. Reyes, A.B.,Pendergast, J.S., and Yamazaki, S. 2008. Mammalian peripheral circadian oscillators are temperature compensated. J.Biol. Rhythms 23: 95-98. Rinnan  R, Steinke M,  McGenity  T, Loreto F. Plant volatiles in extreme terrestrial and marine environments.Plant Cell Environ. 2014 Mar 7. http://autocite.durkmed.com/

Community Report: Sacramento Food Bank and Family Services Essay

In the face of a weak economy, America’s cultural communities are proving to be resilient. Enduring through these difficult times takes courage and commitment; our diverse communities are an excellent reflection of people creating change in the world. As economic conditions continue to worsen, our communities have taken the opportunity to improve their conditions together. Right here in Sacramento we are privileged to have the strength and support of the SFBSF (Sacramento Food Bank & Family Services). Sacramento Food Bank & Family Services has been actively helping the needy in Sacramento communities since 1976, when it was founded by Father Madigan. This report will focus on the details, history, and potential of the Sacramento Food Bank & Family Services. The SFBSF was founded as a result of one person recognizing an extreme need for change in our communities. Father Madigan began the SFBSF in the basement of his church located in Oak Park in 1976 to help the growing number of people in need in Sacramento. Over time, he found many other passionate supporters of the cause and now his non-profit organization is able to provide free emergency goods and services to almost fifteen thousand people in need each month (Sacramento Food Bank & Family Services). Now SFBFS has two locations- one in Oak Park and one on North Sacramento; SFBFS serves Sacramento neighborhoods with severe hardships every day. Sacramento Food Bank & Family Services is, â€Å"dedicated to assisting those in need by alleviating their immediate pain and problems and moving them toward self-sufficiency and financial independence (COMMUNITY * INTEGRITY * COMPASSION)† (Sacramento Food Bank & Family Services). The organization’s goals do not involve race, gende r, or any ... ...t the people need while making more intelligent and resourceful decisions regarding the health of the organization. The Sacramento Food Bank & Family Services is an amazing asset Sacramento is extremely fortunate to have. Working to help others improve their lives and access greater opportunities also helps those people reject cultural stereotypes and withstand the harsh economy through the strength of community bonds. Works Cited Kymlicka, W. "Multiculturalism vs. Integration: Database - Debate Topics and Debate Motions." IDEA: International Debate Education Association - Debate Resources & Debate Tools. N.p., n.d. Web. 17 Dec. 2011. . "Sacramento Food Bank & Family Services." Sacramento Food Bank & Family Services. N.p., n.d. Web. 17 Dec. 2011. .

Fundamental Orders of Connecticut :: essays papers

Fundamental Orders of Connecticut The British North American colonies were on the cutting edge of governmental systems in their time. They developed confederations and other styles of ruling that greatly differed from the iron fist of the absolutist monarch of Britain. Among these colonies, Connecticut was the forerunner. Among three major towns, Hartford, Windsor and Wethersfield, Connecticut formed what is today known as a federalist government. Within Connecticut’s federalism, the ideas of many modern governing techniques were applied, such as a written constitution and popular sovereignty. Because of this, the Fundamental Orders of Connecticut was a blueprint for the modern day Constitution because it contained a central government linked to local governments, three separate branches of government, and a representative government unlike the one of Britain. The modern day federalism that is applied today is structured like that of the Connecticut federalism. A general court in Hartford acts like a central meeting place like that of present day Washington D.C.. This General court has the ability to rule over the towns of Connecticut, but the locals of a town may provide input to their public officer and he can provide the central court with this information. The general court is not to be mistaken as an absolute rule. An example is found in section 11 of the Fundamental Orders. The general court may distribute funding to the towns, and they may distribute them as they please. If this was a dictatorship, the general court would tell the local governments how to distribute their funds. The Fundamental Orders established three branches of government like that of the modern day federalism. In section 1 of the Fundamental Orders, an executive office as well as a judicial branch is elected. The person with the most votes becomes the governor, and the next six runners up would hold positions as magistrates in the general court. The representative branch is established in section two where it is stated that the next runners up to the magistrates shall be the public officers to the people of their town. These three branches of government are exactly the same in present day, but how they are elected and appointed to their position is the only difference. The idea and structure of the representative government is the most evident similarity between the U.S. Constitution and the Fundamental Orders.

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Robert rice Ms. Hoeb English 12 March 14, 2014 Homeless and Unemployment There is a nexus that exists within the homeless community. This nexus relates between having the essential resources to get a job and the need for a job to buy essentials that deem a person reliable. The government and businesses are the only ones in a situation to break this vicious cycle. To not have these things causes a serious barrier for the homeless. This barrier(s) can themselves lead to other problems not related to employment. These problems may include susceptibility to disease and weather due to lack of housing, malnutrition, and insecurity. The question is: How can our government, businesses and communities help the homeless, who want to get off the streets, get a job? This nexus has corrupted many attempts to leave the wandering life behind. Although it is true that many homeless want to remain on the streets there is about half who want a better life and job. â€Å"To bring these people back into the labor force offers no question those in a very short time†¦ additional income will far exceed the cost ...

An analysis of sigmund freuds level of consciousness Essay

Sigmund Freud, born in 1856, was an Austrian neurologist and physiologist. Today, Freud is known as â€Å"one of the most influential and authoritative thinkers of the twentieth century†(Berger). Throughout his lifetime, which had ended in September of 1939, Freud had many theories, however, his most well known as the â€Å"psychoanalytic theory of personality development,† which argued that the human psyche is divided into three parts: the id, the ego, and the superego. In the novel Lord of the Flies, many readers believed that the author, William Goldberg, applied Freud’s theory to the characters in the book. Based off of Sigmund Freud’s â€Å"psychoanalytic theory of personality development,† Jack Merridew was the id in the story, while Piggy was the superego, and Ralph was the ego. According to Freud’s theory, the id relies directly on instinct as they go through life, ignoring the logistics of reality and the possible consequences. Freud gives an example of an id by comparing it to an infant, who often demands immediate satisfaction, and will react poorly if their needs are not immediately fulfilled. In Lord of the Flies, Jack Merridew is a representation of how a newborn child with power and motor skills could act. When Jack and his hunters leave to hunt for pig and neglected his fireside duties, there is a connection with Freud’s theory. Jack did what would give him direct pleasure, which was, at the time, to hunt. However, because of Jack’s needs, the fire had been allowed to go out and the boys missed one of their only opportunities of rescue, as a ship traveled by the island, but there was no signal smoke. This event highlights Jack’s connections to the id because he had no consideration or thought of what the outcome would be if he was constantly caught up in his own needs. Another time when Jack’s actions relate to Freud’s theory is when the boys are having an assembly to discuss the best sightings. During the assembly, Jack attempts to take Ralph’s power away by causing a disturbance and questioning Ralph’s leadership in front of the whole group. Once again breaking the rules of the conch, Jack shouts, â€Å"And you shut up! Who are you, anyway? Sitting there telling people what to do. You can’t hunt, you can’t sing—†(Golding 91). Clearly, Jack is challenging Ralph’s authority in an attempt to shift it to himself, ignoring the fact that Ralph is a better leader. Jack’s overwhelming need for power convinces him that the position of the leader should be his. Before Ralph, Roger, and Jack start their climb up the mountain to see the beast, Ralph says something that highlights Jack’s connections to the id throughout the whole book. While Ralph was challenging Jack, the text reads, â€Å"For the first time since he had first known Jack, Ralph could feel him hesitate†(Goldberg 122). This quote backs up the fact that for the most part, Jack had gone through his days on the island acting on instinct without a single hesitation. It was only in this moment of time that Ralph could sense any sort of hesitation from Jack, and it would be the only time.

Discuss the Use of Imagery of Light and Dark in of Mice and Men

In Steinbeck's Of Mice and Men, the imagery of light and dark is used to deepen the themes of the normal. Sometimes darkness or â€Å"light lifting† can mean more than one thing. In this essay I would explore this subject. â€Å"Although there was evening brightness showing through the windows of the bunkhouse, inside it was dust†. This shows that the light tries to get in but never manages to penetrate the darkness. This is important to the themes of the story because workers' hope for a future farm is just like the light while the cruel reality is like the darkness. Their efforts to realize this plan is just like the light trying to penetrate the darkness, but their dream shatters at last, just like the dust inside. â€Å"lay deep in his head, and because of their depth seemed to glitter with intensity†. This is a portrayal of Crooks' eyes. The combination of darkness and light here implies the loneliness and inner heat of Crooks. Crooks is a black and is separated by the whites so he is very lonely. The depth of his eyes suggests that he is sad, tired and lonely, but the eyes â€Å"glitter with intensity†, which suggests that in his deep heart, he is longing for accompaniment and he has depressed passion inside. In the stable bunk's room a small electric globe threw a meagre yellow light†. The light in Crooks' room is â€Å"meagre†, this suggests that Crooks' social position is like the meagre light—-unimportant and easy to be neglected. When Curley's wife first appears in the bunkhouse, both Lennie and George notice that the rectangle of sunshine in the doorway is cut off. This suggests that to those workers, Curley's wife is like darkness. She is a â€Å"tart†, a â€Å"tramp†, she is dangerous and brings only trouble to them because when she appears, their â€Å"sunshine† is cut off. Here the sunshine may represent bright things such as a better future or hope. Curley's wife cut off their sunshine which means she may take away their happiness, just like darkness. Just before Curley's wife dies â€Å"the sun streaks climb up the wall†. This suggests that the climax is coming. It also shows that another new day is on its way which means all those belong to yesterday will become the past. The dream, the hope, the trouble, everything needs an end and it is time to give that end. After Curley's wife has died â€Å"the sun streaks were high on the wall by now, and the light was growing soft in the barn. † The barn is growing soft implies that Curley's wife fades away. Her life is end just like the light in the barn. Also the change of light shows the change of time which can help readers better understand the timeline of what happened. The outside sunshine is bright, the death of Curley's wife is dark, these two compose a direct contrast which makes the setting full of sorrow. As Lennie's captors advance on him â€Å"Already the sun had left the valley to go climbing up the slopes of the Gabilan Mountains, and the hill tops were rosy in the sun†. The fact that the hill tops are rosy after he has dies suggests that he is better off dead and will be happier in heaven. And the sun leaves the valley suggests that everything is over, the climax, the story, the bubble dream, the darkness, everything, good or bad, is over. A new day , a totally â€Å"new† day but not another â€Å"old† day, is smiling to the world. So though the story is about shattering dream, in the end it shows a light of hope, which contributes more charm to this book. Imagery plays an important role in setting the mood for the whole story. This figurative language appears many times in the novel with different meanings. Imagery contributes to the depth of the book as well as its immortality.