Myself as a Psychological Researcher Essay Example | Topics and Well Written Essays - 500 words

Myself as a Psychological Researcher - Essay Example It involves four important goals to achieve in order to answer what it seeks. The paragraph below will identify and explain the choices I will make as a career after graduation a psychological researcher particularly in three fields of psychology. My area of interest is particularly in the field of Cognitive, developmental and social psychology. Cognitive Psychology is defined as the study of the mental processing of information received by the senses relayed to the brain for analysis and interpretation thereby generating reactions and response. Developmental study on the other hand is related with the way the mental facets along with the senses develops and functions. Together with Cognitive psychology, the developmental Psychology explains how and why people react and respond to certain external stimulus, and dictates how we make use of logic and comprehension once the external stimulus occurs again. Social Psychology on the other hand studies about human behavior, all together they are interrelated these studies explains how man interacts and relates with the world. This interests me because I believe this the most logical and definitive way we understand even the most complex of all behavior.

Comparing and contrasting the presentation Essay Example for Free

Comparing and contrasting the presentation Essay Comparing and contrasting power in Hawk Roosting and Human Interest The effects of power seem to be largely psychological in both poems. In Human interest the damage coursed by love and jealousy drives the man to kill his lover , to show power not only to himself but to his girlfriend. Later on in the poem we see the man in his prison cell questioning his motive behind his sudden outburst of rage; whereas in Hawk Roosting the hawk believes there’s no need for other predator’s existence as nature is ‘all’ his and ‘no arguments can assert’ his right to his power to kill. In Hawk Roosting the hawk has no restrictions in life and does as he pleases as he see’s himself as an all mighty being. But in Human Interest the man has a spur of the moment action that has a long-lasting effect, both on the dead girlfriend and on him in terms of a prison sentence. The effect of power on the hawk causes him to become arrogant and this making the pointlessness in other animals while the effect of power on man drives them insane and blind to those around us. The hawk wishes to ‘keep things like this’ and although we know this is about the hawk wanting to keep himself above all the rest he will eventually crumble and fall just as nature intended. The hawk abuses his power by killing those smaller then him to increase his status in the food chain. The effects of power leave contrasting images of a grief-stricken man left in a secluded room and the arrogance of roaming free, though both eventually are seen as murderers in life and will be nothing more.

Effects of Caffeine on the Brain

Effects of Caffeine on the Brain Literature Review:  Effects of water on the body. 2.0.1 Energy level. In order to increase energy level, the human body has to be kept hydrated constantly. The human brain is mostly made up of water hence it is of utmost importance that we keep our brain hydrated to obtain maximum productivity and alertness (Simonds,N.D). A well hydrated body will create higher amounts of oxygen levels present in the body, which will provide us with more energy. The increased energy levels will make a person more alert and even lift their mood (Bernstein, 2012). Even if the level of water in the body is at least one percent below the optimal water level, the person will feel fatigue (Chasey,N.D). 2.0.2 Effects of drinking water on the brain Water provides the brain with electrical energy in order for all the functions of the brain to be carried out, which includes thought and memory processes. It has also been proven to help a person â€Å"be more focused, has the ability to experience greater clarity creativity and think faster† (Bailey, 2013). A study was carried out on participants who drank three cups of water which was 24 ounces, or 775 milliliters. After taking a battery of cognitive tests, the participants who drank water performed better on a test that measured reaction time compared with those who did not drink water. The researchers contemplated that the thirst sensation of the participants may have taken some attention away from their task at hand, resulting in a slower response time (Rettner, 2013). However, in another study, water consumption did not affect the results on other tests of cognition much, such as memory of words (Rettner, 2013). 2.1  Effects of Caffeine on the Brain 2.1.1  Alertness Adenosine is a naturally occurring neurotransmitter in our brain. Adenosine is produced as long as we are awake as our brain has neurons. These neurons are specialised cells that transmit nerve impulses from one neuron to another in order for us to carry out daily activities. Adenosine is a by product of the functioning neuron. The Adenosine produced will then bind to adenosine receptors which is a method used by our body to detect the amount of adenosine in our body. When the amount of adenosine in our body reaches a certain amount, the information will be sent to our brain or spinal cord causing us to feel tired. Caffeine, like the Adenosine, also binds to the Adenosine Receptors. Compared to adenosine molecules, Caffeine molecules have the capability to bind faster to adenosine receptors. As such, when the Caffeine molecules are binded before the Adenosine molecules, the Caffeine molecules blocks the Adenosine Receptors from causing any effects of tiredness or sleepiness in our body (Goodwin, 2013). Figure 2.1: In the brain Caffeine (C) binds faster to adenosine receptors. Adenosine (A), which is a natural sedative, will be prevented from attaching itself therefore, causing alertness. 2.1.2  Adrenaline Since caffeine prevents the adenosine from binding with the adenosine receptor, uncontrolled neuron activation will occur (N.A, 2009). This will cause the pituitary gland to release a certain hormone into the bloodstream which will affect the adrenal glands to produce adrenaline which is a â€Å"flight or fright† hormone (Veracity, 2005). The flight or fright hormone is our body’s way to prepare ourselves to â€Å"fight† or â€Å"flee† in situations that make us feel as if we are under attack, threatened or harmed the response produced is primitive, automatic and an innate (Neimark, N.D).Adrenaline will also cause an increase in muscle tension, blood pressure, respiration, heart rate, metabolism, mental alertness, emotional and a decrease in digestion, sex hormones, mental creativity, emotional stability will be decreased (Bay, N.D) 2.2  Importance of taking caffeine in moderation 2.2.1  Caffeine Tolerance Tolerance is the reduced stimulus towards a drug, which will occur when the drug is repeatedly used until the body has adapted to its presence (Hussar, 2013). Therefore a higher dose of drugs will be needed to achieve the same outcome achieved initially (NIH, 2007). Since caffeine is a drug, too much intake of it will cause us to be tolerant to it. This is due to the gradual creation of adenosine receptors by the brain cells to re-balance the adenosine receptors that have been blocked by caffeine molecules (Stromberg,2013). Eventually more adenosine receptors will be produced, causing the need of more caffeine molecules to block the extra adenosine receptors created in order to achieve the same effect that was intended (Stromberg,2013). Off and on, drinkers require little amounts of caffeine for optimal performance during cognitive tasks while habitual drinkers require a higher dosage of caffeine to achieve the same effect (Papadeli, Papadelis, Louizos, Tziampiri, 2002). 2.2.2  Effect of drinking caffeine near bed time For a regular drinker the ingestion of caffeine will not affect much but if a person is not a regular drinker he or she may find it difficult to fall asleep (Keeffe, 2011). These problems usually arise during the digestion of caffeine in the body. Caffeine will be mainly digested in the liver by a liver enzyme to produce Theophylline, Theobromine, and Paraxanthine separately (Gabriel, 2000). Paraxanthine molecule has almost the same structure and effect as caffeine on the brain (Gabriel, 2000). If the intake of caffeine increases, the amount of caffeine and Paraxanthine that will be accumulated in the body will also increase (Keeffe, 2011). Adenosine that has been produced in the body can only be removed through sleep. Therefore insufficient sleep will cause tiredness and unproductivity throughout the following day which will lead to another cup of coffee to overcome that tiredness. The more caffeine ingested, the more adenosine and caffeine molecules will be accumulated in the body by night. The half life of one dosage of caffeine is 3-7 hours but if more caffeine is accumulated in our body the half life of caffeine can increase from 11-96 hours or even days (Keeffe, 2011). 2.2.3  Effects of high doses of caffeine on cognition. It is important to take caffeine in moderation which is about 200 to 300 mg per day (Rivers, 2012). If caffeine is taken in excess which is more than 500 to 600 mg it will disturb our body systems as caffeine is a drug that can cause our adrenal glands to release adrenaline. Therefore, a person may suffer from insomnia, nervousness, restlessness, irritability, upset stomach, fast heartbeat and muscle tremors if adrenaline is released in excess in a person’s body (Mayo Clinic, 2014). The more severe symptoms of caffeine overdose is trouble of breathing, vomiting, hallucinations, confusion, chest pain, irregular or fast heartbeat and uncontrollable muscle movements, convulsions (Rivers, 2012). Caffeine will also block our adenosine receptors therefore too much caffeine will result in sleep deprivation. A normal person needs about 7 to 8 hours of sleep. Sleep deprivation is caused by the disruption in the sleep cycles which may eventually cause to the feeling of tiredness, moody and depression. Sleep deprivation will also disrupt a person’s performance and alertness during the day (Mayo Clinic, 2014). 2.2.4  Effect’s of low doses of caffeine on cognition. A study was once done to study the effects of low doses of caffeine on cognition of 11 males and 12 females aged between 18 and 56. The respondents were either given 0, 12.5, 25, 50 or 100 mg of caffeine. Their performance was tested by using a test battery that consisted of a long duration simple reaction time test, a rapid visual information processing task and a mood questionnaire. All the doses of the caffeine had influenced cognitive performance, there were minimal differences between the dosage size. The effects of caffeine were more obvious in those that were regular caffeine consumers. After a night without caffeine, the participants cognitive performance, mood and thirst has been affected even at doses same as and even lesser than the amounts of caffeine contained in a single serving of beverages containing caffeine (Smit, Rogers, 2000). 2.3  Effect of caffeine on Memory 2.3.1  Information processing model processes memory The Information Processing Theory assumes that human memory is formed in the same way that a computer processes information. There are 3 stages of memory which are sensory memory, short-term memory, and long-term memory (Cherry, N.D).. A computer receives information from external devices codes information followed by storing the information into its memory and uses the information to produce an output (McLeod, 2008). In humans, memory is formed by the input device called the sensory register, which consist of our five senses namely taste, touch, sight, hearing and smell that enables us to receive information from our surroundings. The information received by our sensory memory will then undergo selective attention and the selected memory will be stored into our short term memory. Short term memory information that has been selected will be held temporarily so that it can be used, removed or transferred into our long term memory. Information that is stored in the long term memory can be stored for a very long time. 2.3.2  Short term memory and working memory Short term memory and working memory are often used interchangeably (Posit Science, 2015). The ability to store information temporarily for immediate retrieval and removal is short term memory, while working memory is the processing of information stored in the short term memory for manipulation (Examined existence, N.D). Information that has undergone selective attentionduring sensory memory will be generated in the short term memory (Cherry, N.D). The function of Short-term memory is to choose, launch and discontinue information-processing functions which consist of encoding, storing and retrieving data to and from the long term memory (Medicine.net, 2013). Short term memory has limited capacity and can only store about seven plus minus 2 items and it also has limited duration as it is very fragile and can be lost whenever there are distractions (Mc Leod, 2009). 2.3.3  The magic number seven plus and minus two Miller discovered in 1956 that an average adult can store about seven plus minus two items in their short term memory (Bilash, 2011). If information is chunked together, we will be able to store more information (Mc Leod, 2009). 2.4  Short term memory test 2.4.1  MAS The Memory Assessment Scale has three areas of cognitive function MAS is a comprehensive battery that has the ability to assesses a person’s short-term, verbal and visual memory functioning. In order to assess memory, this battery has 12 subtest that are based on the 7 memory task which are Verbal Span, List Learning, Prose memory, Visual Span, Visual Recognition, Visual Reproduction and Names-Faces. The â€Å"verbal span test† is a test whereby a series of numbers will be read forward and backwards to the participants slowly beginning with 2 numbers to 3 numbers to 4 numbers up till 9 numbers, participants are then required to repeat the numbers said by the examiner in the correct order. 2.4.2  Wechsler Memory Scale A set of numbers will be announced through headphones to the participants at the rate of 1 word per second. Digits are chosen at random without repetition up to of 9 digits (when participants has a gone more than 9 numbers single digit will be doubled). The successive digits cannot occur in ascending or descending order with equal step sizes. A notification will be shown to alert the participants after the final digit at an interval of 1.0 s, so that the participants will know when to repeat the sequence said. The digit sequence was shown on the examiners monitor during its list presentation and the response of the participants were analysed by the examiner using the computer keyboard. The participant is then told to repeat the numbers that were shown or read to them. 2.4.3 Digit span test A list of numbers are shown or read out to the participants. This process is continued until the participant cannot remember either the full sequence of numbers or the correct order of numbers. In the reverse trial of the Digit Span a series of numbers will be read to the participant and the participant will be asked to repeat the number sequence that was said by the examiner in the reverse order. This sequence of number is continued until the participant makes an error. Participants are given two chances for each sequence of number because both forward and reverse trials are given twice. The score of the Digit Span test is calculated by adding the total number of correct sequences, backwards and forwards. This test is also scored differently for a range of ages. For an adult to score an average score is about six numbers both backwards and forwards. While above average is anything over seven. Because of time limits, the computerized version of this test will only be able to measure the participant’s ability to repeat back a number sequence in the forward order. The 15 minute time limit should not greatly affect the results. An accurate result will be obtained and the participant’s working memory can be viewed (Mendez,N.D). References Maryann Gromisch, 2014, Stimulant Effects of Caffeine, Retrieved from the world Wide Web on 13th April 2015 from http://www.livestrong.com/article/266388-stimulant-effects-of-caffeine/ Dani Veracity, Tuesday, October 11, 2005, The hidden dangers of caffeine: How coffee causes exhaustion, fatigue and addiction, Retrieved from the World Wide Web on 15th April 2015 from http://www.naturalnews.com/012352_caffeine_coffee.html# HowStuffWorks.com, Why does caffeine keep you awake? Retrieved from the World Wide Web on 21 January 2009. 9th April 2015, http://health.howstuffworks.com/wellness/drugs-alcohol/caffeine-awake.htm Eli Bay, N.D, THE STRESS REACTION: FLIGHT OR FIGHT, Retrieved from the World Wide Web on 7th April 2015 from http://www.elibay.com/understanding-stress.html Daniel A. Hussar, 2013, Tolerance and Resistance to Drugs, Retrieved from the World Wide Web on 7th April 2015, from http://www.merckmanuals.com/home/drugs/factors_affecting_response_to_drugs/tolerance_and_resistance_to_drugs.html NIH ,2007, The Neurobiology of Drug Addiction, Retrieved from the World Wide Web on 10th April 2015 from http://www.drugabuse.gov/publications/teaching-packets/neurobiology-drug-addiction/section-iii-action-heroin-morphine/6-definition-tolerance Joseph Stromberg, 2013, This Is How Your Brain Becomes Addicted to Caffeine, Retrieved from the World Wide Web on 18th April 2015 from http://www.smithsonianmag.com/science-nature/this-is-how-your-brain-becomes-addicted-to-caffeine-26861037/?no-ist Karyn OKeeffe, March 2011, Caffeine affects your sleep. No ifs, no buts. Retrieved from the World Wide Web on 18th April 2015 from http://sciblogs.co.nz/sleep-on-it/2011/03/11/caffeine-affects-your-sleep-no-ifs-no-buts/ Gerald Gabriel, 26 August 2000, The Drug of Choice: Caffeine and the Brain, Retrieved from the World Wide Web on 5th May 2015 from http://brainconnection.brainhq.com/2000/08/26/the-drug-of-choice-caffeine-and-the-brain/ Travis Bradberry, 21st August 2012, Caffeine: The Silent Killer of Emotional Intelligence. Retrieved from the World Wide Web on 7th May 2015 http://www.forbes.com/sites/travisbradberry/2012/08/21/caffeine-the-silent-killer-of-emotional-intelligence/ McLeod, S. A., 2009, Short Term Memory, Retrieved from the World Wide Web on 9th May 2015 from http://www.simplypsychology.org/short-term-memory.html Kendra Cherry, N.D, What Is Memory?, Retrieved from the World Wide Web on 11th May 2015 from http://psychology.about.com/od/cognitivepsychology/a/memory.htm Sandy McAlpine, Coffee consumption can improve alertness concentration, viewed on 11th May 2015, http://www.coffeeassoc.com/contact-us/coffee-consumption-can-improve-alertness-concentration/> Kim Ann Zimmermann, January 28th 2014 , What is Short-Term Memory Loss?, Retrieved from the world Wide Web on 13th May2015 from, http://www.livescience.com/42891-short-term-memory-loss.html Medicine.net, 28th August 2013, Definition of Short-term memory, Retrieved from the world Wide Web on 16thMay 2015, from, http://www.medicinenet.com/script/main/art.asp?articlekey=7142 Posit Science, 2015, Short-Term Memory, viewed 17th May 2015, Retrieved from the world Wide Web on 16th May 2015 from, http://www.brainhq.com/brain-resources/memory/types-of-memory/short-term-memory Examined existence, N.D, Difference Between Short-Term, Long-Term, and Working Memory, Retrieved from the world Wide Web on 17th May2015, from http://examinedexistence.com/difference-between-short-term-long-term-and-working-memory/ Olenka Bilash, 2011, Millers Magical Number, Retrieved from the world Wide Web on 17thMay2015, from http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/miller.html Chrysoula Kourtidou-Papadeli, Christos Papadelis, Alexandros-Louizos Louizos, * a Olympia Guiba-Tziampiri. 2002. Maximum cognitive performance and physiological time trend measurements after caffeine intake. Cognitive brain research, 13(3),pp407-15. Mayo clinic staff, 14th April2014, Caffeine: How much is too much?, Mayo clinic,viewed 19th May 2015,http://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/caffeine/art-20045678?pg=1> Mayo clinic staff, 14th April2014, Caffeine: How much is too much?, Mayo clinic,viewed 19th May 2015,http://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/caffeine/art-20045678?pg=2> Autumn Rivers, 16th July 2012, Caffeine Overdose, Healthline, viewed on 19thMay 2015, http://www.healthline.com/health/caffeine-overdose#Overview1> Smit, H.J Rogers, P.J.2000.Effects of low doses of caffeine on cognitive performance, mood and thirst in low and higher caffeine consumers. Psychopharmacology,152,167-173. Neil F. Neimark, M.D.,N.D,5 Minute Stress Mastery, Retrieved from the World Wide Web on 1st June 2015 from http://www.thebodysoulconnection.com/EducationCenter/fight.html David Schardt, December 2012, Caffeine!, Retrieved from the World Wide Web on 1st June 2015 from http://www.cspinet.org/nah/articles/caffeine.html Seth Simonds, N.D, 7 Caffeine-Free Ways to Increase Alertness, Retrieved from the World Wide Web on 2nd June 2015 from http://www.lifehack.org/articles/productivity/7-caffeine-free-ways-to-increase-alertness.html Katie Chasey, N.D, 8 NATURAL WAYS TO FUEL YOUR ENERGY LEVEL THROUGH THE DAY, Retrieved from the World Wide Web on 2nd June 2015 from http://breakingmuscle.com/health-medicine/8-natural-ways-to-fuel-your-energy-level-through-the-day Chris Bailey, 6th June 2013, 9 brain foods that will improve your focus and concentration, Retrieved from the World Wide Web on 2nd June 2015 from http://alifeofproductivity.com/9-brain-foods-that-will-boost-your-ability-to-focus/ Rachael Rettner, 16th July 2013, Drinking Water May Provide Mental Boost, Retrieved from the World Wide Web on 2nd June 2015 from http://www.livescience.com/38212-drinking-water-mental-performance.html   Becky Bernstein, 10th June 2015, Retrieved from the World Wide Web on 2nd June 2015 from http://relaj.com/good-hydration/2012/06/feeling-tired-drink-water-to-energize-your-mind-and-body/ Leonardo Mendez, Joseph Dougherty, Marissa Martinez, Brendan Griffin and Greg Lemay, N.D, Retrieved from the World Wide Web on 2nd June 2015 from http://www.anselm.edu/internet/compsci/faculty_staff/mmalita/HOMEPAGE/ProjectPsychWEB/lmendez/Project/index.html

Wedding Speech Delivered by the Bride :: Wedding Toasts Roasts Speeches

Cory and I feel privileged to be sharing our day with all of our fiends and families who have been important to us during our lives. Many of you traveled from afar, Canada, Seattle, Illinois, Colorado and Arizona. Thanks to all of you for the efforts and sacrifices you have made to be with us today. I want to thank the most wonderful parents a child could ever have. Not only for the love, support and guidance over the years, but also for everything you’ve done towards today. Your massive contribution has been priceless and without you both we would have never managed and today would not have been possible or so special. Thank you Mom and Dad from the bottom of our hearts. And thank you Virginia for having such a wonderful son. I would also like to say thank you to my beautiful bridesmaids. Thank you so much for everything you’ve done and for being the greatest friends ever. Suzy, my maid of honor, you have been a lifesaver. You truly are the definition of a best friend and sister. Thank you for dealing with all my indecisiveness and always being her for me. I want to thank Cory for making my life complete.

Learner Analysis Essay

Background Summary Flight nurse’s and Flight Paramedics perform as members of an aeromedical crew on helicopters (rotor wing), and airplanes (fixed wing) aircraft, providing for in-flight management and care for all types and ages of patients. Responsibilities of this job include the planning and preparation of each flight, to include such things as; safety, evaluation of an individual patient’s in-flight needs and request of appropriate medications, supplies, and equipment to provide continuing care from origination to the destination facility. They act as liaisons between facilities during an interfacility transport and from scene location to trauma center during medical and trauma related emergencies. They also initiate emergency treatment in the absence of a physician during in-flight medical emergencies. Flight nurses and flight paramedics have training in mechanical ventilation, hemodynamic support, vasoactive medications, airway, and other intensive care skills. Most air medical businesses expect nurses to have at least 2 to 5 years of experience in emergency or critical care units, and the more trauma experience, the better (flightnursetraining.com). This means nurses that have a proven ability to manage multiple patients with vastly different conditions, as well as being able to make split-second decisions about patient care with maximum attention to patient care and safety. Flight paramedics are expected to have a minimum of three years current experience as a paramedic on an advanced life support team and/or critical care transport team. Both of these roles may have to tend to multiple critical cases all at once, so it is important that he or she have the skills to cope with high stress situations. Even though those hired into the role of a flight nurse and flight paramedic come into the role with a core background in critical care and expected level of baseline knowledge,  higher level of autonomous critical thinking and rapid decisio n making is a new skill encountered for many coming into this role. A well-structured training program is an integral part of laying a strong foundation to build the necessary knowledge base needed to assure both a flight nurse and flight paramedic are prepared to perform in their role as a crew chief. Approximately six years ago a well-structured crew chief training program was in place that allowed for consistent and structured learning that allowed all crew member 2 (CM2) to obtain the necessary skills and knowledge expected to hold a position of crew chief. These modules covered areas of navigation, communications, safety, aviation, critical thinking; and incorporated reading material, practical exercises, quizzes and tests which the CM2 worked through in a systematic process. At the completion of the training module; the crew member then went through a question answer board (QAB) process. In the QAB, the crew member was asked a series of questions by a board consisting of a crew chief, clinical manager, pilot, medical director and given multiple scenarios. If the QAB was completed successfully the CM2 then advanced to status of a crew chief. Current State of Problem Currently a structured training program that assures all flight nurses and flight paramedics obtain this baseline level of knowledge that is expected of those in the crew chief role does not exist. The current practice is the assumption that all CM2’s obtain the skills and knowledge necessary by reaching their seventy fifth patient transport. This training plan does not allow for the structured delivery of expected skills and knowledge nor does it allow for a baseline competency to be demonstrated before being promoted from CM2 to crew chief. The current process was put into place to meet the increased demand for staffing experience by the company during a rapid growth period where eight bases turned into sixteen in four years. This current process put into place at this time did allow for rapid streamlined training of new staff; but it failed to take into account quality over quantity. This new process has resulted in CM2’s being promoted to the level of a crew chief w ithout the necessary knowledge that is expected of this role as determined by the management. Goal State All crew members at CM2 status go through a structured crew chief training program. This training will allow for the delivery of consistent, well-structured necessary skills and knowledge. A well-structured training program will assure that all flight crew who obtain crew chief status will have obtained the same base of knowledge and will have all demonstrated the same level of desired competence. Learner Analysis Demographic Information The instructional setting is primarily on the job training; information gained through the live patient care transport environment via ground, rotor or fixed wing aircraft. Nurses and paramedics work as partners in patient transport. This team configuration can be two nurses, or one nurse and one paramedic; but at all times one team member must be a nurse. The third person at the base is the pilot in command, who does not provide any patient care but does and can assist in aviation and safety training. These teams are on shift; stationed at their assigned base for a 24 hour period of time; where training through simulations, reading, and discussions will occur during non-patient transport times. There are 16 bases in the company; located in California, Texas and Oregon. There are 8 full time medical crew assigned to each base and an additional 2-3 part time staff at each base. Age of paramedics and nurses range from 27-61. English is native language spoken by all medical crew members. Educational levels in addition to holding an accredited paramedic license or registered nurse license are ranging from associate degree to doctorate. All Registered nurses in the capacity have received specialized training in critical care, trauma and hold specialized certificates in these areas. All paramedics in this capacity have also obtained additional critical care related training and certificates. Both the nurses and the paramedics receiving the crew chief training have been employed with this company in the flight role for a minimum of 1 year and have obtained the CM2 status. The content area is focused on five areas; to include aviation, safety, communications, navigation, and critical thinking. All medical crew have obtained the basic level of training in these areas have been deemed CM2 which puts them at â€Å"novice† status which deems them competent to s afely complete patient transports. The crew chief level of training is aimed at bringing crew  members from novice to expert level. Prior Knowledge Prior knowledge of all who will receive the crew chief training are those who are at the current CM2 level. They have been working in the capacity as flight nurses or flight paramedics at this company for a minimum of 1 year and have been on at least 75 patient transports. 25% of the total crew members have prior experience working as Flight Nurses or Flight Paramedics at another company; 10% of the flight paramedics have prior flight crew experience through the military prior to coming to this company. Those crew members who achieved crew chief status per the current model will be given a baseline written assessment and go through a crew chief QAB. Those who pass these two items will remain at the status of crew chief; and those who do not pass these assessments will complete a bridge crew chief training program, focusing on those areas of the training they did not pass during their assessments. A written assessment and QAB will be repeated at the conclusion of the bridge training. All crew members surveyed have positive feedback regarding this proposed process. Entry Skills Required Entry level skills required to the crew chief training is to be a CM2 and to have successfully passed the CM2 questions answer board. Successful completion of CM2 training demonstrates successful objectives completed as stated in the CM2 training. In addition to CM2 status; all crew members must have obtained a national certification. National certifications the nurses may obtain are critical care registered nurse (CCRN), care flight critical nurse (CFRN), or certified emergency nurse (CEN). These are each a 100-150 questions tests that are scheduled to be taken at independent test centers as determined by the certifying agencies. The CM2 must also be in good standing with the company; meaning no disciplinary actions in the crew members personal file in the previous six months. Attitudes and Motivation The majority of the flight nurses and flight paramedics are very driven; intense people with a high desire to obtain the crew chief status. Primary motivation comes from the desire to obtain the title status of â€Å"crew chief† and the increased pay rate of 5% per hour. Secondary motivation is the drive that comes from internal motivation to achieve additional training to  reach expert level knowledge in this field. Current attitudes towards training are positive with an overwhelmingly stated desire to have a more structured training program; with higher standards and rigor needed to become a crew chief. Based on the annual employee survey; one of the indicators as stated by employees to improve morale is for a more structured and rigorous crew chief training program. Unique Characteristics and Learning Styles The majority (70%) of the learners described themselves as learning best through â€Å"doing.† Those who stated they learn better through hands-on and learning state reading, watching or hearing the learning material is helpful if they can then have additional hands-on training through simulations or live on-the-job situational experiences. Another 40% of learners said they were not sure how they learned best; but felt having access to the material in writing or reading to be studied was very helpful. All learners wanted tangible resources available such as protocols, standard operating procedures, drug calculators, and other tools that could be obtained through electronic means such as their phones or IPADS; to be accessed as needed during simulated training and live patient transports. According to Kolbs Adult Learning Styles; adults have four distinct ways of preferred ways for examining, analyzing and integrating new knowledge. Converging (doing and thinking), diverging (f eeling and watching), Assimilating (watching and thinking) and Accommodating (doing and feeling). In the VARK model; Neil D Fleming described the primary ways adults acquire new knowledge; the preferred learning styles. In this VARK model; 41% are kinesthetic learners, 16% visual, 25% auditory and 18% readers. Crew member feedback of preferred learning styles and research based evidence regarding preferred adult learning styles appear to correlate. This will allow support from management to build a new crew chief training program that will be based in the delivery methods that will allow consumption of material to be presented through the desired learning styles of adult learners. Unique characteristics of this group of learners is their collective attitudes and internal drive to desire a more rigorous and structured training program with an extreme minority of the crew members desiring to hold title of crew chief without demonstration of knowledge and skills required. It will be  important to build a training program that accommodates all of the stated learning styles so as to use the crew member’s desire for the training to have a product that matches in quality and desired outcome of trainees. Accommodations According to Gregg, Talbert and Lentz (1999),†An appropriately selected instructional accommodations not only provides equal awareness to learning opportunities but also minimizes the learner’s likelihood of failure. Appropriate educational accommodations are determined by taking into account the adult’s unique leaning needs.† All crew members have demonstrated a prerequisite knowledge required to begin this training through successful completion of the CM2 training. All learners are primary English language learners without physical disabilities; as this is a requirement to obtain the role of flight nurse or flight paramedic in this company. The accommodations that should be considered for this training program is one that utilizes all learning styles to ensure the best possible success by all those beginning the training program. Performance Context Managerial Support Learners can expect full organizational support in the training process. One of the top goals of the organization as identified in their â€Å"Strengthen from Within Plan† is to re-build and strengthen a training strategy that will allow for employees to have a structured, well planned out, standardized training program. Employees have overwhelmingly voiced concern in the area of clinical training with regards to the crew chief training in the annual employee survey and through the Best of Practice Suggestion Forum. Management has acknowledged the priority of a structured crew chief training process lost priority in recent years; stating it has been likely to the rapid growth experienced by the company in the last 5 years and with this comes a need to recruit employees bring them to novice status in order to staff new bases. This has caused an oversight in strengthening crew chief training which brings employees to that of expert level in the field. Management has also acknowledged that current process that was put into place approximately 6 years ago; which brings a CM2 to crew chief status via a CM2 completing 75 patient transports and obtaining a national  certification has fallen short of hopes and expectations for this modality of crew chief training. All management are in agreement a more structured training program is needed. All would agree that the skills learned through a structured crew chief training program bring medical flight crew members from a novice to an expert level which translates to superior patient care, superior customer service, which lead to strengthening of the company as a whole. Physical Aspects of the Site The crew chief training takes skills learned by flight crew members during their CM2 training program and adds depth, strengthens critical thinking and problem solving processes and brings a CM2 at novice level up to crew chief which is considered expert level. This training will take place while the crew member is on shift. Training will occur via reading material, videos, discussion with preceptor, clinical manager and base manager, scenarios through case studies and live demonstration during patient transport. The CM2 will be required to complete a written test and sit on a QAB at the end of the crew chief training Process. All required training materials and equipment will be available at each of the 16 bases in the company. Base managers and clinical managers will work with the preceptors to assure all materials and equipment will be kept at each base, kept current with what is being used in live environment and kept in working order. Social Aspects of the Site In the performance setting, medical crew members work in teams. The teams always consist of two nurses, or one nurse and one paramedic. The third team member is the pilot; who are not involved directly in the patient care. Medical crew member’s work in team’s independent of direct supervision of a supervisor. Supervisors such as clinical managers, base managers and a medical director are always available by phone 24 hours a day 7 days a week as needed by the medical crews. The skills obtained in the Crew Chief training will not be being utilized by the medical crews for the first time. Many of these skills learned will have already been used by the crew members in the crew chief training; as much of the training had already been presented to some degree during the CM2 training. It is possible that some patient care skills learned by CM2 and again as crew chiefs will have only  been completed on mannequins in simulations and not on live patients until that patient condition presents itself. These skills are referred to as â€Å"infrequently used skills† and are practiced routinely by all medical crew members in the company. Those receiving initial first time skills and knowledge in their role are the crew member 1 (CM1) team members who are gaining the on-the-job training needed to achieve CM2 status. In these instances; a CM1 is always assigned into a work partnership with another crew member who is at least at the CM2 status. Relevance of Skills to Workplace All skills learned in the training will relate directly to all skills utilized in the actual workplace. There are not current perceived physical, social or motivational constraints. Crew members are highly motivated to have structured crew chief training due to the relationship between skills learned and skills used in work environment. High motivation also exists due to the desired status achievement of crew chief and due to the increased monetary stipend received. References Fleming, N.D. and Mills, C. (1992), Not Another Inventory, Rather a Catalyst for Reflection, To Improve the Academy, Vol. 11, 1992., page 137. Flight Nurse Training. (n.d.). Flight Nurse Training. Retrieved May 8, 2014, from http://www.flightnursetraining.com Suggested Considerations Regarding Accommodations. (1999, January 1). Suggested Considerations Regarding Accommodations. Retrieved May 8, 2014, from http://kairos.technorhetoric.net/7.1/coverweb/grover_hendricks/accommodations.htm Wikipedia, the free encyclopedia. (n.d.). . Retrieved May 8, 2014, from http://en.wikipedia.org/wiki/Main_Page Workplace Training and Education: Adult Learning Styles. (2013, January 1). Workplace Training and Education: Adult Learning Styles. Retrieved May 8, 2014, from http://tribehr.com/blog/workplace-training-and-education-adult-learning-styles/

Redbud is a Rapid-grower and Makes a Great Yard Tree

Redbud is a Rapid-grower and Makes a Great Yard Tree The state tree of Oklahoma, Eastern Redbud is a moderate to rapid-grower when young, reaching a height of 20 to 30 feet. Thirty-year-old specimens are rare but they can reach 35 feet in height, forming a rounded vase. Trees of this size are often found on moist sites. The splendid purple-pink flowers appear all over the tree in spring, just before the leaves emerge. Eastern Redbud has an irregular growth habit when young but forms a graceful flat-topped vase-shape as it gets older. Specifics Scientific name: Cercis canadensisPronunciation: SER-sis kan-uh-DEN-sisCommon name(s): Eastern RedbudFamily: LeguminosaeUSDA hardiness zones: 4B through 9AOrigin: native to North AmericaAvailability: generally available in many areas within its hardiness range Popular Cultivars Several cultivars of eastern redbud may be seen: forma alba - white flowers, blooms about a week later; ‘Pink Charm’ - flowers pink; ‘Pinkbud’ - flowers pink; ‘Purple Leaf’ - young foliage purple; ‘Silver Cloud’ - leaves variegated with white; ‘Flame’ - more erect branching, flowers double, blooms later, sterile so no seed pods form. ‘Forest Pansy’ is a particularly attractive cultivar with purple-red leaves in the spring, but the color fades to green in the summer in the south. Management Considerations Be sure to avoid weak forks by pruning to reduce the size of lateral branches and save those which form a ‘U’-shaped crotch, not a ‘V’. Keep them less than half the diameter of the main trunk to increase the longevity of the tree. Do not allow multiple trunks to grow with tight crotches. Instead, space branches about 6 to 10 inches apart along the main trunk. Eastern redbud is best not used extensively as a street tree due to low disease resistance and short life. Description Height: 20 to 30 feetSpread: 15 to 25 feetCrown uniformity: irregular outline or silhouetteCrown shape: round; vase shapeCrown density: moderateGrowth rate: fastTexture: coarse Trunk and Branches The bark is thin and easily damaged from mechanical impact; droop as the tree grows, and will require pruning for vehicular or pedestrian clearance beneath the canopy. Routinely grown with, or trainable to be grown with, multiple trunks; not particularly showy. The tree wants to grow with several trunks but can be trained to grow with a single trunk; no thorns. Foliage Leaf arrangement: alternateLeaf type: simpleLeaf margin: entireLeaf shape: orbiculate; ovateLeaf venation: banchidodrome; pinnate; palmate; reticulateLeaf type and persistence: deciduousLeaf blade length: 4 to 8 inches; 2 to 4 inchesLeaf color: greenFall color: yellowFall characteristic: showy Flowers and Fruit Flower color: lavender; pink; purpleFlower characteristics: spring-flowering; very showyFruit shape: podFruit length: 1 to 3 inchesFruit covering: dry or hardFruit color: brownFruit characteristics: does not attract wildlife; no significant litter problem; persistent on the tree; showy Culture Light requirement: tree grows in part shade/part sun; tree grows in full sunSoil tolerances: clay; loam; sand; acidic; occasionally wet; alkaline; well-drainedDrought tolerance: highAerosol salt tolerance: noneSoil salt tolerance: poor Redbuds In-Depth Eastern Redbuds grow well in full sun in the northern part of its range but will benefit from some shade in the southern zones, particularly in the lower Midwest where summers are hot. Best growth occurs in a light, rich, moist soil but eastern redbud adapts well to a variety of soil including sandy or alkaline. Trees look better when they receive some irrigation in summer dry spells. Its native habitat ranges from stream bank to dry ridge, demonstrating its adaptability. Trees are sold as single or multi-stemmed. Young trees are easiest to transplant and survive best when planted in the spring or fall. Containerized trees can be planted anytime. The beans provide food for some birds. Trees are short-lived but provide a wonderful show in the spring and fall. Cercis are best propagated by seed. Use ripe seed to plant directly, or, if the seed has been stored, stratification is necessary before sowing in a greenhouse. Cultivars can be propagated by grafting onto seedlings, or by summer cuttings under mist or in a greenhouse.