Two Great Athletes

Michael Jordan is one of the best former American professional basketball players whose achievements made him to gain tremendous popularity around the world. He is depicted as a role and a hero because of his excellence and courage inside and outside the pitch. After successfully playing basketball at the University of North Carolina, the Chicago Bulls recruited him as the third pick for their 1984-1985 season and he signed a $6.15 million contract with the team (Houghton, 27).Advertising We will write a custom essay sample on Two Great Athletes specifically for you for only $16.05 $11/page Learn More During his rookie season with the Bulls, he was very influential in the National Basketball Association such that he was chosen as an alternate on the Eastern Division All-Star squad. Averaging 28.2 points per game and establishing a team record with 2,313 points, he led the Bulls to a 38 win and 44 loss season. Because of his growing popularity, companies started to use his image in promoting their products. One of these is Nike, which paid him $2.5 million for them to use his name in promoting their products. Coca-Cola, McDonalds, and Gatorade are some other companies that also attempted to endorse Michael. During the 1987-88 season, averaging 35 points per game, he led his team in wining 81 games out of the 82 game season. During the 1990-91 season, averaging 31.5 points, he led the Bulls to have 61 wins and 21 losses, which made them to reach the NBA for the first time in Michael’s career. Michael is the only other player, besides Wilt Chamberlain, to have scored three thousand points in one season, and he received other awards and recognitions, such as the Defensive Player of the Year in 1988, Sportsman of the Year in 1991, and he received five MVP awards. As a majority shareholder of the Charlotte Bobcats, Michael is also a successful businessperson. Another successful basketball player who also played for the Chicago Bul ls was Scotty Pippen. He complemented his teammate Michael Jordan in transforming the Bulls into a vehicle for making the National Basketball Association to be admirable throughout the world in the 1990s. His NBA career began when he was chosen the fifth overall in the 1987 NBA Draft. He was ultimately traded to the Chicago Bulls for a six-year contract worth over $5 million and he became part of their young forward tandem in supporting Michael Jordan. With fellow teammate Michael Jordan guidance, he managed to improve his skills in the pitch. The two players honed one another’s skills on offense and defense and they enabled their team to reach the Conference semifinals in 1988. In that year, he averaged 14.4 points per game.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More This was almost double that of his total during the rookie season. During the 1989-1990 season, he averaged 16.5 po ints per game and 6.7 rebounds per game, which earned him his first appearance NBA All-Star selection in 1990. After the 1990-91 season, he was guaranteed a yearly income of $3.5 million up to 1997-98 season. He supplemented his annual income from endorsing products of companies at over $7 million. He also appeared on television programs such as ER and Chicago sons. His most profitable endorsement was with Nike. This earned him about $3.5 million. With the retirement of Michael Jordan before the 1993-94 season, he came out from Jordan’s shadow, and averaging 22.0 points, 8.7 rebounds, and 5.6 assists, he assisted his team in winning several matches in that season. He was voted to the NBA All-Defensive First Team eight times, All-NBA First Team three times, NBA All-Star Game MVP in 1994, and one of the 50 Greatest Players in NBA history during the 1996-97 season. Works Cited Houghton, Sarah. Michael Jordan: the best ever. Mankato, Minn.: Capstone Press, 2002. This essay on Two Great Athletes was written and submitted by user Mr. X to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Universal Health Care

Universal Health Care Universal Health Care PAGE \* MERGEFORMAT 7Universal Health CareTraci LedfordHHS 235University of Phoenix, Axia CollegeKevin HayesJuly 26, 2008Universal Health CareIntroduced to the House of Representative on February 8, 2005, House Resolution 676 (H.R. 676) is a bill proposed to provide coverage for all the residents of the United States. The full text of this bill is available from the Library of Congress. (H.R. 676). The title of this Act is the "United States National Health Insurance Act" (USNHI), or the "Expanded and Improved Medicare for All Act" (. (H.R.676).The outline of this bill is in five titles with subsections. The titles are Title I: Eligibility and Benefits, Title II: Finances, with subtitles A: Budgeting and Payments and B: Funding, Title III: Administration, Title IV: Additional Provisions and Title V: Effective Date. Each of these ttiles is broken down into secitons.English: health care provider in Sierakà ³wThe most informative sections fall under Title I: Eligi bility and Benefits.All residents of the United States are eligible for coverage under this proposed health care plan. In order to receive the benefits of the health care program, families and individuals should register by filling out an application with a health care provider. All residents are eligible for health care coverage, but everyone must fill out an application to receive a benefits card with a personalized health care number on it. (H.R. 676).The benefits covered in this proposed bill are primary care, preventive care, inpatient and outpatient care, emergency care, prescriptions and mecical equipment, long-term care including mental health care and substance abuse treatment, chiropractic services and dental and vision services, excluding cosmetic services. (H.R. 676). These benefits should be availbable through any licensed health care provider with no deductibles, co-payments, or other cost sharing plans. (H.R. 676).

Assignment Report On Eight Domains Of The Nmc Framework

Assignment Report On Eight Domains Of The Nmc Framework The purpose of this assignment is to demonstrate my clinical and educational practice, especially in mentoring pre-registration nursing students, newly qualified nurses and internationally-educated nurses. All registered nurses have a professional duty to become mentors and play an important role in facilitating students to build their competency. I will aim to reflect on practice relative to the Eight Domains of the NMC framework and give an accurate analysis on how this can impact a student’s experiences and learning opportunities. Papp (2002) stated that, â€Å"student nurses highly value clinical practice and the possibilities it offers in the process of growing to become a nurse and a professional†. It is essential to create a positive learning environment that allows students to build confidence and therefore, bridge the gap between theory and practice. This promotes students’ interests in learning and encourages them to participate more. NMC Domains Establishing effective working relationships I was expecting a second-year student starting on the ward, therefore a students’ welcome pack was prepared and a discussion took place over the phone a few days prior the start day. The student had a few questions about shift times and was excited but worried to start, due to having no neurosurgical experience. I assured them that most of the other students were in that situation and that the team was looking forward to meeting and working with her. On the morning she arrived, I, as the nurse in charge, had allocated some of my morning duties to other members of staff so I could have an initial conversation with the student. In addition, I introduced her to the rest of the team, orientated her within the unit, and explained my role in the ward and the type of patients and how we distributed them. We discussed the student’s goals for this placement, the action plans to achieve them and further beneficial learning opportunities, for example: theatre time, bed meetings, shadowing specialist nurses, etc. I believe this initial meeting is an essential factor in building a mutual trust and working relation. Dunn and Hansford (1997) highlighted the importance of staff and student relationship informing initial perceptions of their learning environment as well as feeling part of an established nursing team. Facilitating Learning Within the initial conversation with the student I was working with, we discussed the learners’ objectives for this placement. I asked her what she felt she wanted from me as a mentor, what style of learning she preferred and what she felt assisted her to gain confidence with clinical skills. I discovered this made the student feel at ease in the learning environment. Furthermore, the student was reluctant and anxious to a verbal handover on the phone and we identified that as a goal to achieve in this placement. On the following days, I took the student and sat her next to me in three different occasions when I had to handover a patient to a local hospital. After she observed how I conduct myself, I asked her to go away and list the important clinical aspects she would need to inform the other hospital when doing a handover. A few days later, she had the occasion to handover a patient independently with me sitting next to her for support and with the list she made as a guide. She started very nervously but gained confidence towards the end of the call. She was very proud of what she had achieved and the approach allowed the student and myself to develop a learning plan based on the student’s needs. Research shows that clinical learning environments are considered as an anxiety and stress-provoking factor for pre-registration nursing students which can be barriers to learning. Effective and supportive mentorship help reduce anxiety and stress and could enhance students’ learning and performance. Assessment and Accountability Pellatt (2006) explains the importance of the nurses’ accountability when working with the students. As the nurse is accountable for the tasks they may delegate to the student, but insuring the student is competent in these tasks it will allow for safe practice. It is important to find out whether students have the traits to practice safely and effectively without any direct supervision on their own to be competent. A third-year student was allocated by myself the task of checking the vital signs of four patients. Even though the student was the one performing the task I, as the registered nurse, had the responsibility to check the observations were recorder and documented. When checking the patients’ observations charts, I realized that although they were filled out, one patient who should have been scoring on the Early Warning Score (EWS) system had not been identified and had been scored at 0. The EWS is a guide used to quickly determine the degree of illness of a patient. It has a policy to escalate and act quickly to prevent further deterioration (. As this student has been placed in the hospital for other clinical placements, I had expectations that he would have fully understood the EWS. We must work within our limits and if we do not know something, we must ‘ask’ in order to provide safe care. Moreover, I asked the student to evaluate his performance by asking him how well he thought he did. I listened to his side of the story and provide constructive feedback to identify his strengths as well as areas he has to work on. Giving constructive feedback is an important role of a mentor in student assessment. From this discussion, we put into place an action plan that allowed him to practice more on patients observations and study the anatomy and physiology of the cardiovascular and respiratory systems. I gave him a list of articles about EWS and asked him to read and interpret them. I also directed him to a microteaching session of EWS system. Once he felt confident and comfortable with his skills, the sign-off mentor and myself allocated him with four patients and evaluated him at the end of the shift. By the end of the day, the student was competent and self-assured in carrying out vital sign observations and mapping them on EWS. Mentoring gives an opportunity to reflect on our own actions and beliefs and helps us change our practices. Upon reflection, I have acknowledged my own strengths and weaknesses as a mentor, and become more aware of my role as an assessor. Thus, sometimes, nurses fail to fail students because they are not adequately prepared for the role. However, when a student does fail to meet the necessary foundation competence required by the NMC, then the only option would be to fail the student based on these ground rules. I believe that it takes a skilled mentor to quickly identify when a student requires more support and guide them through their learning with all available resources. Evaluation of learning In mentoring a student nurse it is essential to continuously evaluate and reflect on practice. Vuorinen et al (2001) found that evaluation is an important aspect of professional development. Therefore, ensuring adequate evaluation techniques are being used is imperative to a student nurses progression. As a mentor I encourage and welcome feedback from students with regards to my mentoring techniques and the environment in which they are learning. There is a difference in being a teacher or evaluator compared to being an assessor, an important role aspect of being mentors (Webb Shakespeare 2008). Being a mentor is challenging, especially when there is a shortage of staff as it reduces the amount of time that mentors could allocate to student assessment. Not only is this important for the progression but also my reflection on a personal practice. Clynes and Raffery (2014) highlight that effective feedback should not only explore areas or current practice, but should empower the studen t to proceed with excellent practical skills. Create an environment for learning When we share feedback on the learning environment, it allows my colleagues and I to ensure the ward is deemed appropriate by students’. Saarikoski Leino-kilpi (2002) emphasizes the need for a positive ward environment and a good leadership structure within the ward in order to maximize learning potential. Midgley (2006) identifies the importance of learning in clinical practice and the balance of theoretical and practical work by student nurses. Working with a first-year student on her first placement, we identified her objective e of learning about basic nursing care and how to ensure patients met their Activities of Daily Living (ADLS) (Roper, Logan and Tierney 2000). In order to facilitate her objective, every morning we highlighted the patients with dependency scores that indicated they would need more nursing care that someone who was completely independent with their ADLs. We carried out the basic nursing care together until the student felt comfortable doing this by herself when appropriate. Every morning, she would highlight the patients’ needs and use this to plan the care she would provide. The student excelled in the care given to these patients and updated care plans as and when was necessary. Context of practice When I became ward manager that I currently work on, I realized that the handover was not as efficient as required. It was an area in which I felt we, as nurses, could develop our ward handover procedure. In addition, I felt important information was left out which will potentially improve our clinical care for the patients. Sexton et al (2003) discussed the use of good communication tools for nursing handovers in order to provide continuity of care. I decided to use Safety Briefing forms to emphasize the patients who needed more attention (e.g. risk of falls, step down from ICU, etc.) so that the whole team was aware of particular patients’ needs. The students and members of the team seemed to appreciate the simple tool which allowed them to discuss patients’ care, due to the structure they were provided with. I feel that introducing this tool to the team I work with has changed communication and in turn patients care for the better. Not only has it benefitted the current staff but it gives students the opportunity to practice and gain confidence in what can sometimes be challenging communication situations. Evidence based practice Brown et al (2008) recognized the importance of evidence based practice to ensure patients’ safety at all times. However, there are barriers which are identified including time and resources. The importance of applying theory to practice was highlighted by Upton. D (1999) therefore it is essential that a good mentor facilitates this. While working with a second-year student, we allocated him with a patient who had contracted Clostridium Difficile. The patient was nursed in a side room with isolation protocols in place following Infection control policy. The student working with me at the time discarded the apron and gloves inside the side room as per indicated. Nevertheless, he forgot to wash his hands to decontaminate them. Gerding et al (2014) provide evidence to show that C.Difficile spores will survive in the hands, therefore the evidence states that we must only use soap and water in these instances and ensure that patients and visitors use the same approach. I sat with t he student and showed him the evidence articles, asking him to read through them. In response, he acknowledged that he needs to improve his nursing care and took it upon himself to remind visitors before and after entering a room that washing hands with soap and water is a must. Leadership Bally J. (2007) recognizes the importance of leadership in ensuring effective nursing standards. Not only is it important for nurses to have good leadership support from their seniors, but it is also essential that all nurses are themselves good leaders. Latham et al (2008) states the importance of nurses supporting team members is imperative to good patient care and career progression. Consequently, it is evident that a mentor should have good leadership skills in order to be an advocate for their student nurse and support them though their training. Wilkes Z (2006) describes the mentors role a one of support but also objective and analytical. When working with a student it is always essential that the student’s objectives and aims are met though planning and regular discussions of feedback and encouragement. I met a student at her first neurosurgical placement. She developed a strong interest in our area and discussed her eagerness of seeing more aspects of neurosurgery, particularly brain tumors. I promoted her spending time with theatre cases of oncology, followed by shadowing oncology nurses and their discussions at the Multidisciplinary Team Meeting every week. She was also present at family meetings where the results were discussed with the patient and the treatment to follow explained to the family. The student enjoyed her time and felt that she engaged well with members of the medical team. We set up objectives for her to achieve and had different meetings afterwards to see if the objectives where achieved. She found ‘difficult and painful’ to break up sad news to patients and found that this area of neurosurgery was very challenging and complex but one she would love to dedicate to in the future. We went thought some literature together and shared experiences with he r so she could understand that feeling pain and sadness thrt4ough our nursing career when facing extreme upset situations were common to most of us and nothing to feel ashamed of.

Structure of a UK-Based Grocery Retailing Business Essay

Structure of a UK-Based Grocery Retailing Business - Essay Example The industry analysis involves the examination of competition, the presence of competitors, the level of rivalry amongst the industry player, the relative position of Tesco amongst opponents, bargaining power of suppliers and customers in comparison of Tesco, threat of new entrants and substitutes. This paper is a scheduled academic project which studies and analyses the context and structure of a company. Tesco, the well known retailing brand based in the United Kingdom, has been chosen for the purpose of a study. Tesco will be analysed from both inside and outside perspectives, including the internal structure, culture, philosophy, and operations that determine the internal environment of the company whilst the industry analysis in terms of competitors and competition, anticipation of new entrants, industry growth phase, company expansion, etc is considered as the external environment of Tesco. The paper closes with a pair of suggestions followed by conclusions presented at the end . Tesco is a pioneer international brand known for retailing amongst various grocery and packed food products, clothing items, financial services and even fuel retailing services in different parts of the world. The company operates in fourteen geographic market segments in the UK, United States of America, Europe, North America and Asia. Tesco strives to create the valuable shopping experience for its customers and consumers across the target market.

CourseWork 2hii Essay Example | Topics and Well Written Essays - 2000 words

CourseWork 2hii - Essay Example It is described at different occasions to be an expression of integration of history and experiences of the past, which led to a unified meaning of its political existence. It is also defined as the set of rules put down to the public, legally distributing the power laid to them, which is acceptable to the people belonging to different organizations of the government1. Hence it is a flexible unified set of ruling principles of the British Constitution that can easily be amended so as to meet the political and legal requirements. The rule of law is one of the main principles operating the British Constitution. One of the simplest definitions given to the rule of law is the sovereignty or supremacy of law over man. With that said, Parliament sovereignty too, is not compromised at any cost, which is also one of the fundamental principles of the British Constitution with the rule of law. Human rights are a crucial aspect in accordance with which the parliament and judges amend their rule s making sure there are no compromises made, thus, the human Rights Act 1998 plays a fundamental role in the functioning of courts. However, the main object and definition of the rule of law in a wider sense also includes the upholding of basic human rights and values that are associated with justice and fairness towards its people. The preeminent function of the courts is to uphold the rule of law and human rights together. Generally, it was the parliamentary sovereignty that had been deemed the ultimate ruling principle of the British Constitution, which has recently been challenged due to the preceding constitutional changes brought about. Mainly because of the reason that Britain has an unwritten constitution, it can evolve, molding itself to the changes that take place over time in the political and legal circumstances.2 We will have to discuss the mechanism that endorses the rule of law in order to see how the constitution is based upon Human Rights Act 1998. 15 The 98 Act had magnified and enhanced the rule of law’s constitutional role since it had increased the courts ability to further scrutinize, question and reform the parliament’s legislative powers. It ensured that the rights mentioned in the 98 Act are not violated, while at the same time, the courts are bound to interpret legislation, as far as possible, to be compatible with the rules set out by the European Convention on Human Rights 1950, hereafter referred to as ECHR. This is a treaty contracted by the U.K when it became a member of the council of Europe. The rules of the 98 Act uphold the courts compliance with the rights of people as the main legislative principle in the English law and the legal system.3 Domestic courts have supported the substantive rule of law by understanding their powers under the 98 Act, making their legislation compatible with the ECHR. Declaring a directive to be incompatible with the ECHR signals that a right has been violated which is then directed to the European Court of Human Rights setup in Strasbourg. The treaty signed by the U.K, and being a member of the European council, binds them to initially follow the rules of the 98 Act and then to make a compatible legislation reconcilable with the legislation and rules of the ECHR.

Evolution as an Adaptation Essay Example for Free

Evolution as an Adaptation Essay The Chipping Sparrow is found across most of North America and eats mainly insects an seeds that are found in suburban areas and in farmland in the United States (Chipping Sparrow). Since the early 1990s, the feeding range of the Chipping Sparrow has included farms that grow genetically-modified grains, including the corn and wheat that are part of the Chipping Sparrows traditional diet (Genetically Altered Wheat Promises Higher Yields). Genetically-modified seeds are used to develop crops that are resistant to disease or pests, that use less water, or that are needed for specific requirements such as for pharmaceutical uses. While these crops may be helpful to humans, this change in the food supply could have important implications for the evolution of the Chipping Sparrow and other animals (Chrenkova, Sommer, Ceresnakova, et al, 2002). Although Chipping Sparrows share enough common traits to qualify as a unique species, differences still exist between individual Chipping Sparrows. Some of these differences might include metabolic differences that affect the individual birds digestive process. It is possible that the genetically-modified corn, for example, could be missing an enzyme that is essential to the Chipping Sparrows digestive process. If this happened, then the majority of Chipping Sparrows would not be able to break down the modified corn and would not benefit from eating it. The birds might feel full, but an essential part of their diet would be missing. Unless they could find another source of food, these Chipping Sparrows would eventually die of malnutrition. It is also possible that a small number of Chipping Sparrows could have some genetic metabolic abnormality that made it possible for them to digest the modified corn without this particular missing enzyme. In fact, it is even possible that this genetic abnormality in these sparrows digestive systems had always existed and that earlier generations of Chipping Sparrows who had this trait tended to have shortened life spans. If this had happened, then this digestive trait would have been passed along, but would only be present in a small number of the sparrows who would have been less likely to reproduce. If this was the case, then the change in the food supply could turn what had been a genetic liability into a genetic benefit. The Chipping Sparrows that could digest the modified corn would survive and would pass this trait along to their offspring. Those that did not have the trait would eventually either die or migrate. The fate of the Chipping Sparrows that remained would not be decided by luck, but would be the result of a genetic mutation that proved to be beneficial in their new environment. The change in the environment would effect the Chipping Sparrow population in stages. First, the majority of Chipping Sparrows that were unable to digest the modified corn would either leave or die, resulting in a severe drop in the Chipping Sparrow population. The sparrows that had the gene for the digestive trait would pass it along to their offspring. Even if this was a recessive gene, the odds of it being passed along to future generations would still increase as the number of non-adapted sparrows and their effect on the gene pool diminished. Instead of only one parent carrying the gene, which may have been the case in previous generations, it would become more likely that both parents would carry the gene for this particular trait. To summarize, the original population at time zero would have thrived on naturally produced corn. Individual members of this population, however, may have had what was the equivalent of a food allergy that prevented them from getting the full benefit of this natural food source. The change in the corn would have turned this genetic disorder into a genetic benefit which would have been passed along to future generations. Eventually, the surviving Chipping Sparrows would evolve into a species that thrives on genetically-modified corn and is unable to digest natural, unmodified corn. References Chipping Sparrow. Avianweb. com (2006).Retrieved May 25, 2008, from http://www. avianweb. com/chippingsparrow. html Chrenkova, M. , Sommer, A. , Ceresnakova, Z. , Nitrayova, S. , Prostredna, M. (2002). Nutritional evaluation of genetically modified maize corn performed on rats. Archives of Animal Nutrition,56 (3), p229-236. Retrieved May 25, 2008, from Academic Search Premier. Genetically Altered Wheat Promises Higher Yields. New York Times (May 28, 1992). Retrieved May 25, 2008, from http://query. nytimes. com/gst/fullpage. html? res=9E0CE4DF1039F93BA15756C0A964958260

Computer Engineering - A Carrer as a Computer Software Engineer :: Computer Software Engineering

Computer Engineering - A Carrer as a Computer Software Engineer Introduction The explosive impact of computers and information technology on our everyday lives has generated a need to design and develop new computer software systems and to incorporate new technologies in a rapidly growing range of applications. The tasks performed by workers known as computer software engineers evolve quickly, reflecting new areas of specialization or changes in technology, as well as the preferences and practices of employers. Computer software engineers apply the principles and techniques of computer science, engineering, and mathematical analysis to the design, development, testing, and evaluation of the software and systems that enable computers to perform their many applications. (1) Background Software engineers working in applications or systems development analyze users ¡Ã‚ ¦ needs and design, construct, test, and maintain computer applications software or systems. Software engineers can be involved in the design and development of many types of software, including software for operating systems and network distribution, and compilers, which convert programs for execution on a computer. In programming, or coding, software engineers instruct a computer, line by line, how to perform a function. They also solve technical problems that arise. Software engineers must possess strong programming skills, but are more concerned with developing algorithms and analyzing and solving programming problems than with actually writing code. (2) Computer applications software engineers analyze users ¡Ã‚ ¦ needs and design, construct, and maintain general computer applications software or specialized utility programs. These workers use different programming languages, depending on the purpose of the program. The programming languages most often used are C, C++, and Java, with Fortran and COBOL used less commonly. Some software engineers develop both packaged systems and systems software or create customized applications. (4) Computer systems software engineers coordinate the construction and maintenance of a company ¡Ã‚ ¦s computer systems and plan their future growth. Working with a company, they coordinate each department ¡Ã‚ ¦s computer needs ¡Xordering, inventory, billing, and payroll record keeping, for example ¡Xand make suggestions about its technical direction. They also might set up the company ¡Ã‚ ¦s intranets ¡Xnetworks that link computers within the organization and ease communication among the various departments. (3) Systems software engineers work for companies that configure, implement, and install complete computer systems. They may be members of the marketing or sales staff, serving as the primary technical resource for sales workers and customers. They also may be involved in product sales and in providing their customers with continuing technical support. Computer software engineers often work as part of a team that designs new hardware, software, and systems.