...Running Head: ADOLESCENCES ATTITUDES TOWARDS MENTAL ILLNESS ! ! 1 Adolescences Attitudes Towards Mental Illness Kellie Walker Student Number- 11546766 Charles Sturt University Subject: PSY102 Subject coordinator: Rabul Islam Assignment No: 2 Due Date: 15.09.2014 Word Count: 2,086! ADOLESCENCES ATTITUDES TOWARDS MENTAL ILLNESS Abstract 2 There is a large amount of research evidence which suggests that social acceptance is associated with lower levels of depressive symptoms and a greater willingness to seek mental health support. The aim of this study was to gain a better understanding of the extent to which a group of adolescents perceived mental illness as being caused by physical and psychosocial causes and their degree of social acceptance. The participants involved in this study were eight boys and eight girls with a mean age of 14.06 (SD=0.92), who were randomly selected from select high schools in NSW. Participants were presented with a vignette and asked to indicate their level of agreeance with a number of closed ended questions. The results of this study found that adolescents showed less social acceptance of behaviour that was perceived to be related to mental illness. Furthermore, the more mental illness was perceived the greater chance it was attributed to a belief in psychosocial causes. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Kellie!Walker!11546766! ADOLESCENCES ATTITUDES TOWARDS MENTAL ILLNESS Adolescences Attitudes Towards Mental Illness 3 ...
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...Information Technology (IT) is increasingly being deployed and used in healthcare facilities to facilitate the communication of information across different healthcare teams and external insurance payers. The underlying assumption underpinning the introduction of IT in healthcare is that, improvements in information flow will eventually translate into improved quality of care (Mort M, 2009).The US Healthcare system is slowly moving toward Electronic Health Records. As mandated by the government all healthcare establishments need to be complaint by 2014 as per this report ( ref).In IT's infancy, healthcare organizations used it for limited payroll and accounting functions. Today, healthcare organizations can use technology for direct deposit of their payroll, receiving payments from insurance providers, remote patient monitoring, clinical data processing and remote delivery of diagnoses (Bernstien, 2007). At every step of its evolution, IT has become more affordable, more powerful, more reliable, and more accessible and above an all much more versatile in the amount of applications than it was conceived for (Bernstien, 2007). The challenges faced by the industry are on multiple fronts, including rising costs and inconsistent quality (McGlynn et.al, 2003). Health information technology, especially electronic health records has the potential to improve overall quality and effectiveness of healthcare providers (Chaudhry, 2006). Over the last few years US policy makers with help of...
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...AN INDEPENDENT VOICE FOR NURSING Work Engagement, Moral Distress, Education Level, and Critical Reflective Practice in Intensive Care Nurses nuf_237 256..268 Lisa A. Lawrence, PhD, RN Lisa A. Lawrence, PhD, RN, Instructional Faculty, Nursing Department, Pima Community College, Tucson, AZ Keywords Critical reflective practice, education level, moral distress, registered nurse, work engagement Correspondence Lisa A. Lawrence, PhD, RN, Nursing Department, Pima Community College, Tucson, AZ E-mail: llawrence@pima.edu AIM. The purpose of this study was to examine how nurses’ moral distress, education level, and critical reflective practice (CRP) related to their work engagement. The study is relevant to nursing, given registered nurse (RN) documented experiences of job-related distress and work dissatisfaction, and the nursing shortage crisis. A better understanding of factors that may enhance RN work engagement is needed. METHODS. A non-experimental, descriptive, correlational design was used to examine the relationships among four variables: moral distress, education level, CRP, and work engagement. The sample included 28 intensive care unit RNs from three separate ICUs in a 355-bed Southwest magnet-designated hospital. RESULTS. There was a positive direct relationship between CRP and work engagement, a negative direct relationship between moral distress and work engagement, and CRP and moral distress, together, explained 47% of the variance in work engagement. Additionally...
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...HARVARD Reference Style Guide Notes: Please "copy" the title of a book/an article/whatever (as far as the spelling of words such as "behavior"/"behavioral" are concerned (and this also goes for direct quotations) exactly as in the original. • • • When referring to any work that is NOT a journal, such as a book, article, or Web page, capitalise only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalise the first letter of the second word in a hyphenated compound word. Capitalise all major words in journal titles. If within the same paragraph, reference is made to the same author(s) for a second and further time(s), the year of publication is omitted in the second and further references - as long as it does not lead to confusion. Multiple publications; same author • Same author; different years Normal conventions (author, year, title, etc). • Same author; same year More than one reference by an author in the same year: these are distinguished in order of publication using a lower-case alphabetical suffix after the year of publication (eg 1988a, 1988b, 1988c, etc). The same suffix is used to distinguish that reference for the in-text citations. Order of Listing The List of References is ordered alphabetically by primary authors' surnames. • Multiple authors. o Use the sequence of authors' surnames exactly as given in the publication. The primary author, ie, major contributor,...
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...HARVARD Reference Style Guide an g ro eh n sa y caxe )sno a ouq ...llllaniiiigiiiiro ehtt niiii sa yllllttcaxe )snoiiiittttattttouq . an g ro ehtt n sa y ttcaxe )sno a ouq an g ro eh n sa y caxe )sno a ouq cer d ro seog os a s h dna( denrecnoc era " aro vaheb" "ro vaheb" sa hcus sdrow o gn eps eh sa ra sa( reve ahw e c ra na koob a o e eh "ypoc" esae P se oN cer d ro seog os a s h dna( denrecnoc era " aro vaheb" "ro vaheb" sa hcus sdrow o gn eps eh sa ra sa( reve ahw e c ra na koob a o e eh "ypoc" esae P se oN ttttceriiiid roffff seog oslllla siiiihtttt dna( denrecnoc era "llllaroiiiivaheb"////"roiiiivaheb" sa hcus sdrow ffffo gniiiilllllllleps ehtttt sa raffff sa( revettttahw////ellllciiiittttra na////koob a ffffo ellllttttiiiitttt ehtttt "ypoc" esaellllP ::::settttoN cer d ro seog os a s h dna( denrecnoc era " aro vaheb" "ro vaheb" sa hcus sdrow o gn eps eh sa ra sa( reve ahw e c ra na koob a o e eh "ypoc" esae P se oN • • • • Order of Listing The List of References is ordered alphabetically by primary authors' surnames. • Multiple authors. o Use the sequence of authors' surnames exactly as given in the publication. The primary author, ie, major contributor, is listed first by the publisher. • Same author: o different years: list the author's references chronologically, starting with the earliest date. o same year: use an alphabetical suffix (eg 1983a, 1983b). Compiled by OpenJournals Publishing When referring to any work that is NOT a journal, such as a book, article...
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...Licensed to: iChapters User Eugene F. Brigham UNIVERSITY OF FLORIDA Joel F. Houston UNIVERSITY OF FLORIDA Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Eugene F. Brigham UNIVERSITY OF FLORIDA Joel F. Houston UNIVERSITY OF FLORIDA Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Licensed to: iChapters User This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time...
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...1 CHAPTER 1: BACKGROUND TO AND OVERVIEW OF THE RESEARCH 1.1 INTRODUCTION This study focuses on the influence of job satisfaction on burnout among pharmaceutical sales representatives. Chapter 1 deals with the background to the research, the problem statement and the research questions, the aims of the study, the paradigm perspectives of the research, the research design, the research methodology and the layout of the chapters. 1.2 BACKGROUND TO THE RESEARCH People are a vital component of the production factors of an organisation (Storey, 1995). A variety of factors influence their work lives. These factors affect their performance and ultimate productivity (George, 2000). Job satisfaction is a key factor in productivity. Employees’ satisfaction levels are reflected in their intrinsic and extrinsic willingness to put their labour at the disposal of their employer (O’ Malley, 2000). Job satisfaction is certainly not the only factor that causes people to produce at different rates (Daniels, 2001). In addition to being influenced by the level of satisfaction, performance is affected by a worker's ability as well as a number of situational and environmental factors such as mechanical breakdowns, lowquality materials, an inadequate supply of materials, availability of stock and market forces (Gower, 2003). Nevertheless, in the case of lower-level jobs where little ability is required, job satisfaction seems to be one of the key determinants of performance (Edward...
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...Knowledge Area Module VI Contemporary Issues and the Ethical Delivery of Health Services Student: Harold Taitt, harold.taitt@waldenu.edu Student ID # A00293212 Program: Ph.D. Health Services Specialization: Health Management and Policy Faculty Mentor: Dr. Robert Hoye, robert.hoye@waldenu.edu Faculty Assessor: Dr. Jim Goes, jim.goes@waldenu.edu Walden University May 10, 2013 Abstract Breadth Component In this age of rapidly evolving technological advances, many of the legal and ethical issues that are challenging the delivery of health care and the health care profession are new. As we confront the legal, moral, and ethical aspects of health care, we are seldom faced with decisions that require or are resolved by simple right or wrong answers (Edge & Kreiger, 1998). In the Breadth component of KAM VI, I focus on several ethical theories and how those theories influence the way ethical issues and concerns are addressed and managed in the allocation and delivery of health care services. I critically assess and evaluate those theories, concepts, and derivative principles as they impact important decisions and the implications of those decisions within the context of social change and with special emphasis on health care management and policy. In addition, I discuss the key assumptions on which the selected theories are constructed, compare and contrast the writers’ interpretations across theories, and conclude by providing a critical commentary on the merits of the selected...
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...EDITION Whom This Book Is For xix ACKNOWLEDGMENTS xxiii INTRODUCTION The Moral Common Ground 3 I THE LOST WORLD Things We Can’t Not Know 1 2 What It Is That We Can’t Not Know 3 Could We Get By Knowing Less? II EXPLAINING THE LOST WORLD 4 The First and Second Witnesses 5 The Third and Fourth Witnesses 6 Some Objections vii 19 29 54 83 93 116 viii WHAT WE CAN’T NOT KNOW III HOW THE LOST WORLD WAS LOST 7 Denial 8 Eclipse 149 173 IV RECOVERING THE LOST WORLD 9 The Public Relations of Moral Wrong 10 The Public Relations of Moral Right 11 Possible Futures 199 214 230 APPENDIX 1 appendix 2 appendix 3 appendix 4 Notes Index APPENDICES Decalogue as a Summary of the Natural The Law The Noahide Commandments as a Summary of the Natural Law Isaiah, David, and Paul on the...
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...5 Glossary .............................................................................................................................................................................................6 Foreword ..........................................................................................................................................................................................8 Acknowledgments ..................................................................................................................................................................10 Working Group on Long-term Finance ......................................................................................................................11 Executive Summary ..............................................................................................................................................................13 Introduction ................................................................................................................................................................................. 17 1. Principles...
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...http://www.nap.edu/catalog/9728.html We ship printed books within 1 business day; personal PDFs are available immediately. To Err Is Human: Building a Safer Health System Linda T. Kohn, Janet M. Corrigan, and Molla S. Donaldson, Editors; Committee on Quality of Health Care in America, Institute of Medicine ISBN: 0-309-51563-7, 312 pages, 6 x 9, (2000) This PDF is available from the National Academies Press at: http://www.nap.edu/catalog/9728.html Visit the National Academies Press online, the authoritative source for all books from the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council: • Download hundreds of free books in PDF • Read thousands of books online for free • Explore our innovative research tools – try the “Research Dashboard” now! • Sign up to be notified when new books are published • Purchase printed books and selected PDF files Thank you for downloading this PDF. If you have comments, questions or just want more information about the books published by the National Academies Press, you may contact our customer service department tollfree at 888-624-8373, visit us online, or send an email to feedback@nap.edu. This book plus thousands more are available at http://www.nap.edu. Copyright © National Academy of Sciences. All rights reserved. Unless otherwise indicated, all materials in this PDF File are copyrighted by the National Academy of Sciences. Distribution, posting, or copying...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...financial crisis. We believe that confidence in the transparency and integrity of financial reporting is critically important to global financial stability and sound economic growth. We hope that our conclusions and recommendations will be helpful to the Boards as they work together to simplify and improve accounting standards on financial instruments and other key areas highlighted by the crisis. The FCAG will be meeting in December to review the progress that has been made. In the meantime, we are available to assist the Boards in their efforts. Sincerely, Harvey J. Goldschmid Co-chair Hans Hoogervorst Co-chair cc: Gerrit Zalm, Chairman of the Board of Trustees, International Accounting Standards Committee Foundation John J. Brennan, Chairman of the Board of Trustees, Financial Accounting Foundation Report of the Financial Crisis Advisory Group – July 28, 2009 Table of Contents Page I. INTRODUCTION _________________________________________________________________________ 1 II. PRINCIPLE 1: Effective Financial Reporting____________________________________________________ 3 Intersection of Prudential Regulation with Financial Reporting ___________________________________ 6 Recommendations _____________________________________________________________________ 7 III. PRINCIPLE 2: Limitations of Financial Reporting _______________________________________________ 9 Recommendations ____________________________________________________________________...
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...A BRIEF CONTENTS PART 1 • GETTING STARTED 1. Becoming a Public Speaker 2. From A to Z: Overview of a Speech 3. Managing Speech Anxiety 4. Ethical Public Speaking 5. Listeners and Speakers 1 2 8 1 4 23 30 PART 2 • DEVELOPMENT 6. Analyzing the Audience 7. Selecting a Topic and Purpose 8. Developing Supporting Material 9. Locating Supporting Material 10. Doing Effective Internet Research 1 Citing Sources in Your Speech 1. 36 37 49 57 64 73 83 PART 3 • ORGANIZATION 1 Organizing the Speech 2. 1 Selecting an Organizational Pattern 3. 1 Outlining the Speech 4. 92 93 103 1 10 PART 4 • STARTING, FINISHING, AND STYLING 15. Developing the Introduction and Conclusion 16. Using Language 1 22 1 23 1 31 PART 5 • DELIVERY 1 Choosing a Method of Delivery 7. 18. Controlling the Voice 19. Using the Body 1 39 1 40 1 44 1 48 PART 6 • PRESENTATION AIDS 20. Types of Presentation Aids 21. Designing Presentation Aids 22. A Brief Guide to Microsoft PowerPoint 154 155 161 164 PART 7 • TYPES OF SPEECHES 23. Informative Speaking 24. Persuasive Speaking 25. Speaking on Special Occasions 1 74 1 75 188 21 7 PART 8 • THE CLASSROOM AND BEYOND 230 26. Typical Classroom Presentation Formats 27. Science and Mathematics Courses 28. Technical Courses 29. Social Science Courses 30. Arts and Humanities Courses 31. Education Courses 32. Nursing and Allied Health Courses 33. Business Courses and Business Presentations 34. Presenting in Teams 35. Communicating in Groups 231 236 240 243 246 248 25 1 253 258...
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