Graduation Speech -- Graduation Speech, Commencement Address

Thank you President Rou, Thank you County School of Education but more specifically, a special Thank You to the Human Services Department and that includes faculty, administration, and fellow students. Thank You! Parents, Family Members, Relatives, Friends, Educators, Alumni, Turner Kids, and Graduates, We made it! Everybody give these graduates a-round of applause. Graduates give yourselves a-round of applause. Yes, we made it. We made it through all those late nights studying, studying in the early mornings, and we made it through cramming studies all night long. We made it through many obstacles placed in front of us, that we thought we could never overcome, but we made it. We made it through all the tests and papers, the research, the reading, the reading, and more reading, which was assigned, to us, and somehow we made it. But how were we able to keep our lives somewhat manageable throughout all this you might have asked? The answer is simple, the Educators of Western Washington University has shaped us, molded us, and guided us to become the leaders that it took for us to become, to make it here today. There were times I wondered if it would ever end. Or, I would think, what am I doing? It seemed as though I was studying around the clock everyday. Days were rolling into days and I often asked different people, what day is it? I began questioning the amount of work, because my original intentions was to go to school so I could earn more money and work less, which begged the questions; was this a set-up? Am I being trained and conditioned to work this hard after I graduate? Is this normal? Well, my fellow Graduates, because of the hard work and the abnormal lifestyle it took to acquire this degree, I learned that the... ...bout to put each and every one of us in a category where we can say, I am one of the 20% all the citizens in the United States with a college degree, and I am one of the 2% of all the people in the whole world, with a college degree. So you see, we really do deserve to be congratulated. So when we leave here today and set out on our path toward serving others, and making a difference in our world, whether that be shaping, molding, and guiding our children for a better future, leaving the ballot box after casting our vote for whoever, or whatever issue, or leading a march for a worthy cause, whether we stand-alone or we stand as a part of multitudes, We Need To Lift Our Heads Up High, Stand Tall, And Stand Proud because we are now, graduates of Western Washington University, and for that I congratulate you. May GOD Bless You In All Your Future Endeavors! GO Vikings!

The Character of Tarquin in Macbeth and Cymbeline Essay -- comparison

The Character of Tarquin in Macbeth and Cymbeline Tarquin’s image as a man of dastardly action becomes part of both Shakespeare's Macbeth and Cymbeline. As Iachimo emerges from a box in Imogen's bedchamber he speaks, and his words reflect the feeling not only of himself but all trespassers in Shakespeare's plays. Iachimo likens his actions to that of Tarquin, a Roman Tyrant who rapes the matron Lucrece. His trespassing in Imogen's bed chamber while she is sleeping is to Iachimo like rape. He violates her space and privacy. Similarly in the play Macbeth, Macbeth before killing Duncan invokes the image of Tarquin, "With Tarquin's ravishing strides towards, his design Moves like a ghost. Thou sure and firm set earth hear not my steps" (2.1.55-58). Both plays use of the image of Tarquin reveals fascinating intricacies about the way in which Shakespeare takes traditional; images of rapists and murders and re-uses them to relate to the actions of the characters in the play. By invoking th...

Advantages and Disadvantages of the Modern Technology Essay

Skills: Library resources and services The library at C.O.M Yap campus is a very important place where students could get help from when they really needed help on their assignments or anything they might want to know more about. It is a place where students could explore many things and learn about times in the past and could help in answering some mysterious questions that might occurred in their minds. Therefore, the library is offering resources and services in which are free to the students to explore them when they needed help. In the library, the resources contain many things that are very interesting and helpful to students. In addition, the library is offering six items under the resources. These items are; books, archives, government documents, periodicals, audio-visual, and Internet access and online databases. In this case, the resources help us understand what is happening around the world through newspapers, magazines, and of course the Internet. Read more:Â  Modern Technology Advantages and Disadvantages These resources are very helpful for they are the sources of our learning. The library also offers services that had given to students who ask for it and in need of. These services includes borrowing of books, computers for research, printing, media services, collection development, reference and research assistance, and library orientation. The library orientation service has always given to freshmen especially on the first week of the semester. Other service like printing is one that always serves students every day. Students use this to print their papers. Research on the other hand is always hard for students due to the lack of knowledge on how to research. In this case, the librarian is the right person to give students the information. In other word, students are to ask the librarian for help. The librarian then can help each individual in using these services in the library appropriately. In conclusion, the resources and services are the main skills that make the library so important. Because of these two skills, the library welcomes more and more students every day. These two skills help students to find answer on their own and by the help of the librarian.

When Harry Met Sall

Interpersonal Communication ‘When Harry Met Sally’ is a romantic comedy set from the mid 1970’s to the mid-to-late 1980’s. From the beginning the film seemed like the perfect example from Mark Knapp’s 10 stages of relational development. There was a plethora of talking and Harry was quite witty while Sally was very sweet and up-beat. As a personal opinion, at first the film seemed to be slightly boring plot-wise – a man and a woman meet to travel a ways to the city?Sounds like the perfect situation to ‘fall in love’ in and have a happily ever-after. Though, as more of the movie was watched, it became more interesting and less of an assignment requirement. In relation to Harry and Sally’s relationship regarding Mark Knapp’s 10 stages of relational development, they jump around from following the path with initiating and experimenting in the beginning of the film while they were driving to New York, to initiating to te rminating right away after their second encounter at the airport.After both characters find themselves apart from their wife and boyfriend respectively, they crashed into each other at a bookstore and skipped right back into the experimenting stage, where they spoke to each other about friendship and having dinner. After initiating their friendship they began to grow closer, stepping up to the intensifying stage – where they spend a lot of time with each other and where Harry confides in Sally about the girls he takes out for dinner and Sally in the odd dream or two she occasionally has – where no one would know she had unless they were told.Soon enough they casually went on to the intensifying stage as they spent the most of their time together than with their respective best friends (which they unwittingly got them into a relationship with each-other), and as it happens, Sally one night calls Harry crying about her ex-boyfriend getting married to a woman he had just met, the two main characters in the film intensify their relationship and relieve their desires.After that, they both freak out and jump, once again, to the terminating stage and end up avoiding each other for a good length of time. Self-disclosure played an intensely heavy role in the development of their relationship when Harry finally begins to attempt to speak to Sally once more after they both terminated their relationship. While the earlier attempts at self-disclosure (Harry telling Sally he was not ready to date again, etc. ), this makes a particular impact on their relationship when he tells Sally how much she means to him.Identifying the terms was easy enough throughout the entire film – initiating the relationship when they met through a mutual good friend of theirs, experimenting as they spoke to each other about different topics during their trip to New York. Terminating their relationship was especially easy to identify – Sally was always particularly happ y to terminate their relationship during the times that they seemed to grow apart (she also did not particularly enjoy his presence when they had just met).Identifying the Intensifying stage was easy enough when they met for the third time and they began to speak more without openly insulting each other and began to spend more time with each other and do certain domestic things with each other. This film, over-all, was actually very entertaining and humourous. The interaction between both Harry and Sally had me laughing more than once over the duration of the film and it had clear visuals of two people bonding and forming a friendship, and eventually a relationship, from the beginning to practically the end.

Reaction Paper About UNICEF Cities Failing Children Essay

As a Filipino and youth of this country, I’ve appreciated UNICEF’s efforts in regards with the children who are in need. It is not easy to aggregate data of the country’s status just to check how are the citizens especially the children are treated and supported by the countries, particularly of their local governments or cities where they are settling. However, the report and data were compiled and reported by State of the World’s Children of UNICEF though it was an article, reported few years ago (March 7, 2012), still it makes me feel uncomfortable and burdened, knowing that many children are deprived of most basic services and necessities that actually they should have. In addition, UNICEF cited Philippines as an example of their article entitled, Cities Failing Children. The report states that children (Filipinos) who live in poor urban even other class of urban communities experience deprivations such as lack of decent housing and limited access to c lean water and they are more exposed to disaster risks and are also more prone to neglect, abuse, and exploitation. It proves that our government is not doing the part that they should be performing, like what we have learned from our previous lesson, Power of the State – the three inherent power of state specifically the police power, which states that it is the sovereign power to promote and protect the general welfare; it is the most pervasive and the least limitable of the three powers of the state, the most essential, consistent and illimitable which enables the State to prohibit all hurtful things to the comfort, safety and welfare of the society, these just become meaningless at all for in reality, this power is not being fully exercised and practiced by our government. In my opinion, our government should at least exert extra sympathy or attention with this kind of problems rather than to their own agendas and non-sense conflicts of their parties. I think it is not impossible for the Philippines to cure and solve this kind of problem if we just unite and our government stop their not-so-needed plans because I strongly believe that the true wealth of the nation is the children and next generation, but if this problem continues and will not be given attention, I assume that next coming years will be more hard to live for. Nevertheless, it’s not late to do something for this kind of problem it is just a matter of love, passion and honesty of our government and even of  us that are more blessed than them. Further, I never lose hope that one day Philippine government and possibly with the help of UNICEF, will use the power of the state to build and create a better future for our generation especially for those children deprived of their basic needs or even their basic rights and solve a lot of problem within these children. Therefore, as a Filipino informed of this matter, we should take responsibility to do something for our beloved country. I have learned that I should have not take for granted things that I have because almost half of our population are deprived of the basic needs that I already have. I don’t want to promise anything but I will try to do the best I can to serve and help our nation. Hoping that after few years, UNICEF’s report about Philippines even their report about the world will be better and be full of hope and great future for the people and most of all, for the children.

Interaction and Communication Essay

1.1: Explain how different forms of dementia may affect the way an individual communicates: Forms of dementia are all different therefore the individuals will be affected in different ways when it comes to communication, for example; one individual may find it difficult to express their words where as another individual may speak more fluently but their sentences not make any sense. The individual depending on what type of dementia and how far into the stage they are may find other ways communicating such as; using body language, facial expressions, gestures, eye contact and tone of voice. Read more:  Explain How Individuals With Dementia May Communicate Through Their Behaviour 1.2: Explain how physical and mental health factors may need to be considered when communicating with an individual who has dementia: Physical and mental health factors will also need to be considered when communicating with someone who has dementia, for example somebody who is deaf and has hearing aids will need to make sure that the carer has put the hearing aids in correctly, that they are switched on and turned right up. The carer will also need to speak in a loud and clear tone of voice to able the individual to communicate more easily. The carer will need to make sure the individual has their glasses on if they wear any so that the carer can keep direct eye contact with the individual so the communication is better. For physical health factors the carer will need to consider that the individuals may be in pain or have discomfort which will more than likely affect their communication. 1.3: Describe how to support different communication abilities and needs of an individual with dementia who has a sensory impairment: People with dementia may need extra support with different types of communication abilities when it comes to sensory impairment, for example; Vision: People with dementia may experience several changes in visual abilities, for example they may lose their ability to grasp visual images although there is nothing physically wrong with their eyes. People with dementia may no longer be able to understand what they see exactly due to changes in their brain. The carer could support the individual by; Marking the edges of steps with brightly coloured strips of tape. Place brightly coloured signs or simple pictures on important rooms such as the bathroom for easier identification. Smell: A loss or decrease in smell usually occurs with people with dementia. The carer could support the individual by; Having good quality smoke alarms and to check them frequently as the individual may not smell the smoke. Also keep the fridges clean and tidy. Touch: People with dementia may suffer from loss of touch and may not be able to tell someone when something is too hot or too cold or even when they are in pain or discomfort. The carer could support the individual by; Adjusting the water heaters to the correct temperature so it isn’t possible to scald anyone. Colour coding the water taps; blue for cold, red for hot. Placing signs on electricals and to have supervision with the individual when  they need to use them. Removing furniture that is hazardous or putting cushions on the corners to keep them padded. Taste: People with dementia may lose taste sensitivity which could lead them to putting anything and everything in their mouths, also it could stop them from wanting to eat. The carer could support the individual by; Remove/lock up medicine cabinet items such as tooth paste, hairspray, body washes/soaps. To have a child proof lock on the fridge if necessary. Keep items such as salt, sugar or spices away from reach in case of the resident eating too much of it. Hearing: People with dementia may have normal hearing but may struggle with understanding what someone is trying to say. This may result in confusion or over-stimulation. The carer could support the individual by; Avoiding loud noises in the home such as the radio or TV being too loud. Avoid large gatherings in the home if the person with dementia shows signs of agitation or distress in crowds. 1.4: Describe the impact the behaviours of carers and others may have on an individual with dementia: People with dementia can display certain behaviours which can be seen by others as inappropriate or unacceptable such as shouting, excessive screaming, insultive and inappropriate touching. What the carers and other should see this as is this is part of the individual’s dementia and handled in a polite manner, this isn’t the individual’s personal behaviour it is part of their condition. Shouting at a dementia resident because they are screaming will just make the  resident worse as it can cause further distress and confusion to them. By not paying attention to the resident when they make a request can leave the resident feeling like a burden to the system. Somebody with dementia could forget when they need the toilet or even where the toilet is and with a carer or others blaming the individual for continence issues this can make the individual feel sad and ashamed. Carers however should encourage and reassure the individuals. People with dementia should also be encouraged to take part in their daily routines if they are able to do so as this will help the individual to feel useful and helpful and involved. Carers who do everything and don’t allow the residents to get involved can leave the residents feeling useless and like a burden too. Be able to use positive interaction approaches with individuals’ with dementia: 4.1: Explain the difference between reality orientation approach to interactions and a validation approach: Reality orientation and validation approaches are quite different as reality orientation is all about here and now, meaning the time of day, where they are and what they are doing, where as the validation approach is when the carer would accept and take on board what the individual is saying but to not correct them when they are wrong as in the approach the carer is focusing more on the indivdual’s feelings rather that the content of speech. References: Websites: www.caringnews.com www.fightdementia.org.au

Miss Essay

Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Promote good practice in handling information in health and social care settings HSC 038 3 2 16 J/601/9470 Unit purpose and aim This unit is aimed at those working in a wide range of settings. It covers the knowledge and skills needed to implement and promote good practice in recording, sharing, storing and accessing information. Learning Outcomes The learner will: 1 Understand requirements for handling information in health and social care settings Assessment Criteria The learner can: 1.1 Identify legislation and codes of practice that relate to handling information in health and social care 1.2 Summarise the main points of legal requirements and codes of practice for handling information in health and social care 2.1 Describe features of manual and electronic information storage systems that help ensure security 2.2 Demonstrate practices that ensure security when storing and accessing information 2.3 Maintain records that are up to date, complete, accurate and legible 3.1 Support others to understand the need for secure handling of information 3.2 Support others to understand and contribute to records Other s may include: ï‚ · Colleagues ï‚ · Individuals accessing care or support Exemplification 2 Be able to implement good practice in handling information 3 Be able to support others to handle information  © OCR 2010 1 Assessment This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment principles. This unit is competence based. This means that it is linked to the candidate’s ability to competently perform a range of tasks connected with their work. This unit may be assessed using any method, or combination of methods, which clearly demonstrates that the learning outcomes and assessment criteria have been met. This unit requires workplace assessment of occupational competence. Assessment decisions for competence based learning outcomes (eg those beginning with ‘Be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. Competence based assessment must include direct observation as the main source of evidence. For this unit, learning outco mes 2 and 3 must be assessed in a real work environment. Guidance on assessment and evidence requirements  OCR does not stipulate the mode of delivery for the teaching of the content of this unit. Centres are free to deliver this unit using any mode of delivery that meets the needs of their candidates. Centres should consider the candidates’ complete learning experience when designing learning programmes. National occupational standards (NOS) mapping/signposting This unit has been developed by Skills for Care and Development in Partnership with Awarding Organisations. It is directly relevant to the needs of employers and relates to national occupational standards developed by Skills for Care and Development. As such, the unit may provide evidence for the following national occupational standards in health and social care developed by Skills for Care and Development: HSC 31 Content recurs throughout HSC NOS knowledge requirements NOS can be viewed on the relevant Sector Skills Council’s website or the Occupational standards directory at www.ukstandards.co.uk Functional skills signposting This section indicates where candidates may have an opportunity to develop their functional skills. Functional Skills standards can be viewed at http://www.qcda.gov.uk/15565.aspx 2  © OCR 2010 Functional Skills Standards English Speaking and Listening Reading ïÆ' ¼ ïÆ' ¼ Mathematics Representing Analysing ICT Use ICT systems Find and select information Develop, present and communicate information ïÆ' ¼ Writing ïÆ' ¼ Interpreting Additional information For further information regarding administration for this qualification, please refer to the OCR document ‘Administrative Guide for Vocational Qualifications’ (A850). This unit is a shared unit. It is located within the subject/sector classification system 01.3 Health and Social Care.