Comparison Between Milo Horlicks and Bornevita - 1406 Words

MILO BRANDING: Milo brand is the world’s leading chocolate malt beverage that can be prepared with hot or cold milk or water. Given its popularity it is a â€Å"must have† product for food service operators particularly in Asia, Africa and Oceania. Loved and trusted by parents and kids alike, Milo products offer essential vitamins and minerals: * calcium for strong teeth and bones * iron to carry oxygen to the body’s cells * vitamin A for healthy eye sight * vitamins B1 and B2 to help release energy from foods * Vitamin C to keep skin and gums in good shape. REF:(www.nestle.com/brands/allbrands/milo_foodservice). Origin: Milo was originally developed by Thomas Mayne in Sydney, Australia in 1934. It is marketed†¦show more content†¦Cadbury Bournvita, with the additional combination of vitamin C, iron and other essential vitamins and minerals helps multiply the power of milk. http://www.cadburybournvita.in/ Product: Cadbury India Ltd launched Cadbury Bournvita, a chocolate health drink in 1947 in India. But even before launching its new health product in the Indian market, Bournvita was one of the most loved chocolate drinks around the world. Brown because its brown in colour amp; Vita because it has lots of vitamins. Bournvita is all about. a nutritional drink which acts as a dietary supplement providing nourishment along with good taste amp; flavors. For today’s kids who detest milk in its pure state unless flavored, this is an ideal drink. It has its own unique flavor, and the taste is rich and full-bodied. So easy to prepare, just instant mix it into your milk. Even a child can manage this for himself when he is in a hurry to run off to play! Many children I have known just scoop up a spoonful of Bournvita fine granules into their mouth and crunch away happily†¦goes to prove its taste bud friendly value for kids. Ingredients: Malt extracts, sugar, cocoa powder, milk solids, liquid glucose, vitamins, Bourn Vitaà ¢Ã¢â€š ¬Ã¢â€ž ¢s nutritional facts: 1) Gives protein. 2) Provides Vitamin A, Vitamin C amp; Vitamin B12. 3) Contains Calcium, Iron amp; Folic Acid. 4) It also provides our body with Niacin, pyridoxine, Riboflavin, amp; Thiamin which is very essential for

Genocide A Complex Item - 1569 Words

Sergio Mireles Mr. Jones Genocide Research Paper July 8, 2015 Genocide Genocide is a very complex item to address. But to deeply and successfully address such a topic, it is a must to look deeper than the actions that have been displayed. But to understand the motives of genocide, one must know the correct definition of genocide. â€Å"Genocide,† a term used to describe violence against members of a national, ethnical, racial or religious group with the intent to destroy the entire group†¦Ã¢â‚¬  (What is...). Now fully understanding what genocide is, it will be easier to understand what motivates individuals in the past, present, and future to attempt genocide. A lot of questions have been made on what the motivation is of genocide. It is actually quite simple when thought about. The most common motivations are convenience, revenge, simple fear, and fear of pollution. Although there have been many different genocides in the world, it seems as if the motives in sequential order are convenience, revenge, fear of pollution, and simple fear. T here are a large number of people who would like to say that mass genocides are okay. They would like to say that the killing of numerous amounts of people helps keep the world safe from over population and also helps keep people afraid of their superiors. Although using genocide as a solution is a very harsh choice of action, it has helped keep populations of races down, and has also shown civilians what the power of their government is. The purposeShow MoreRelatedCultural Appropriation : Disrespects Of A Minority Culture776 Words   |  4 Pagesbelonging to the culture that systematically oppressed minority cultures for years believe it is okay to take elements they enjoy from that culture and use as a costume is disgusting and should never be accepted. 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Critical Reflection And Analysis Free SampleMyAssignmenthelp.com

Question: Prepare an essay on Lack of confidence and knowledge in handover with other nurses which include followinf factors:The nature of the practical learning need what did you do ,Critical analysis and reflection of your practical learning need what did it consist of and Outcome of the learning need how did the learning relate to your work? Answer: INTRODUCTION The role of proper handover and communication in patient safety cannot be denied which has been reported both by research scholars and WHO. Recent reviews from different developed countrys suggest handover issues still haunts patient safety costing health care department and common mass both cost and life(Hesselink et al, 2012). The competence, confidence and knowledge of handover differ from person to person which is reflected from uneven pattern of effects of poor handover in a particular region. Handover failure can be attributed to many factors, but the most common factors which lead to failure are poor communication between nurses or professional groups and poor handover practices in between nurses during shift changes. Current real time evidence based studies suggest, a multi-disciplinary approach is required in order to establish an effective handover strategy and continuation of care within different professionals in health care industry(Chabboyer, McMurray and Walis, 2010). An effective handover protocol must encompass information passing to patients, carers to ensure their participation in decision making process. The importance of interpersonal skills and communication in nursing handover is inevitable. These two skills have also been included in nursing curriculum outcome as per ANMC code of conduct. This essay deals with a learning need which I have experienced during my clinical placement in context of handover and lack of knowledge and confidence both. The essay will be written as a first person as a reflective piece of an article. As per PREP guidelines, the essay is divided into three parts. The first part will deal with the practical learning need identified and its importance. The second part deals with its critical analysis. The third part deals with the correlation between identified practical learning need and my work. As per ANMC professional code of conduct the reflective essay will keep the name of persons confidential. The scenarios will be discussed in terms of pseudo names. In the present assignment I will be reflecting upon my first handover as a student nurse and loopholes identified as practical learning need. The reflective essay will be written as per Jhons reflective model. The rationale of using this reflective model is it motivates the practiioner's to mak e use of cues from reflection of experience and utilising it for work improvement. The advantage of such a model is provides a platform to revisit your past action and reflect in order to learn from actions compared against established research based evidences. This type of reflective model will help in carrying out a formal assessment of student nurse. DESCRIPTION OF THE EXPERIENCE It was during my clinical placement during my last year in mental health ward. I was working at level 6, thus has to manage everything by my own with full responsibility and accountability for whatever I do. I have been assigned one patient, a 75 year old lady suffering from Alzheimer disease along with disability in moving. She was also undergoing treatment for diabetes. That day was bit busy, as I was having some issues in my ward for which I was visiting ward manager chamber. Although I was fully prepared for my shift, but I was not prepared to give handover as my shift was going to over within 15 minutes just before 1 pm. So, I rushed towards my patient and hurriedly went through bed chart. Although, I hurriedly noted down her date of birth, date of admission, age and measured vital status. But I was making silly mistakes such as not noting down the medications and interventions currently going on. I was frustrated by this and was looking very bad. My staff colleagues helped me in making the handover and the ward head nurse helped in cross checking it to see whether anything has been missed or not. She pin-pointed certain points to be written as far as current symptoms are concerned. Although, the hand over was successful, but it didnt went under my supervision. I felt bad at my inability to handle such situations. Although, my staffs consoled me and understood the situation through which I was going, but this cant be granted at the cost of patient life. FEELINGS /REFLECTION The above incident I found as a practical need although looks common, but the chances of miss-communication and error is high. So I immediately started searching for nursing journals, and articles which suggest how to go for an effective handover. I collected all recent articles from Google database and CINHAL database. I categorised them as per my need. Post categorization, I made notes of handover protocols recommended, skills required for handover and how to perform better in pressurised situation. As per the articles and journals, I noted down all those information which I need to share with my colleague who will be taking over charge from me. I also made some notes on exactly what to make her understand in which aspects. EVALUATION /INFLUENCING FACTORS But slowly, I realised it is not bad to have a note get prepared prior to handover; at the same time it seemed to be time consuming. In an environment like health care sector being a nurse, I cannot afford much time for this. Also, I was getting heavily used to it which was in real making my progress very slow. So I decided to reduce the note to such points which are of utmost importance. If something, I was forgetting I was going through patient folders and noting it down during handover. I took it as a lead, and once gave a handover without any note. I followed patient file as a guide. Although, I was very nervous due to the amount of accountability but it gave me an immense pleasure as well as confidence to go for my next handover without any note preparation. Also, my self-consciousness was bit low after that incident, but with such a practice it was improved a lot and my communication skills are also enhanced with my colleagues. No more I felt low in self-esteem, due to my inabi lity. ANALYSIS/COULD I HAVE DEALT IT IN A BETTER WAY Nursing handover is defined as oral communication with the person who is taking charge in context of patient health status and interventions. Although, many scholars argue for a written context also, still the most accepted one is the oral communication. The central theme of any handover is the patient safety which has been supported constantly by scholars from years. The reflective model proposer Jhon has also defined handover as an aesthetic value added by a nurse by briefing colleague about patient health(Jhon, 2013). In my situation, I was going very theoretically rather I will rate myself as a classroom student. I was trying to remember in a mechanical way, about patient information as if it is in my course curriculum. I felt happy that my colleagues helped me to make that hand over successful, at the same time I was feeling very embarrassed. Being a nurse working at level 6 I was supposed to do it I rather guide others. I was thinking what others will be thinking about me, that I am incapable of handling such a small incident and what I will be doing in pressurized situation. It clearly indicated two things, firstly I was lacking the required knowledge for a successful handover secondly, I was deeply lacking in knowledge. Research suggests, when student nurse are placed in clinical situation they tend to face issues due to lack of practical knowledge and anxiety developed due to self-consciousness(Mellinclavage, 2011). I think this was the major reason of my failure. Research articles indicated observation can help in improving the handover skills(Gordon and Findley, 2011). Whatever knowledge I have accumulated with regard to handover, it was through observing my seniors and staff colleagues. But, currently the Australian curriculum has included different skills and requirements to make a student eligible and get ready for clinical placement. I was lacking in knowledge of handover which should not have occurred if I would have given proper attention towar ds my curriculum(Wilson, 2011). Although, research suggest there is a huge gap between theory and practical in context of nursing where students fail to implement theoretical knowledge in a practical situation. I assume this is one of the factors which also led to such an incident. While searching internet database, I got OSSIE guidelines for clinical handover published by Australian Commission for Safety and Quality in healthcare (2010) (Manser and Foster, 2011). It was a wonderful guideline, which has not only explained how a handover process should be, but also has different sections on how handover guidelines developed based upon evidence based studies. I felt bad for not searching for this type of literature during my studies, which I think would have helped me to face such situation. The strategy I followed has also been proposed by certain scholars and to my surprise, contemporary studies strongly recommend such handover practice. Research suggest written handover can act as helping guide for those nurses and other allied staffs who have been managed service and less knowledge about the settings(Welsh, Flanagan, Ebright, 2010). At the same time, it reduces the time of reporting. With this knowledge, I continued my job and continued handovers in my ward. I was happy, that my approach towards handover in a written format was not odd and research has shown its advantages too. The staff colleagues gave me good support and said they also have faced same issues during their student time. This gave me good amount of self-confidence that I can also attain such expertise only by improving my knowledge and implicating it in my routine practice. LEARNING With regard to personal learning experience, it was a valuable learning experience. As far as pre-registered student nurse is concerned they are not expected to know everything of a clinical situation. I am happy, that I have identified my practical need much ahead of my final placement as a registered nurse. If this incident would have occurred during my professional career, it would have affected me much from professional as well as personal point of view. I was strongly supported by colleagues, mentor and my friends also. This was another factor which helped me in overcoming fear, anxiety and developed my skills. Research shows support of senior staffs enhances the handover skills and only through their support the newly registered nurse can gain knowledge and perform better (Kerr et al, 2011). Another important factor which will help students like me to develop expected nursing skills is effective communication. Communicating with staff nurses with regard to your problems can help in solving those problems with ease(Jones and Burgeois, 2010). As I saw, regularly working with other staff nurse and asking doubts slowly reduced my dependency upon notes. Bi-directional communication has also been suggested as a tool for development of nursing skills(Drach and Shilman, 2015). The failure in carrying out a handover resulted in valuable feedback from my team and my staff nurses. Research suggests, when student nurses are given valuable feedback on their work in a positive way, the chances of error reduces. Feedback also helps student nurses to assess their knowledge and skills, improvise upon their loopholes and march towards perfection (Henderson et al, 2012). Similarly, during my handover I was so disturbed I have uttered patient name and age in a loud voice to my staff nurse, which I was not supposed to which breached patient confidentiality. This should have been done by bed side where I would have explained the same issue with much ease without disturbing others. CONCLUSION In over all, this was a great learning experience and important too. Nursing handovers are an important part of nursing and health care industry as it deals with patient safety. To have a good clinical handover skill, one need to understand the importance of handover as well as how handover process should be done. It is not feasible to perform effective handovers by theoretical knowledge. Together with practical knowledge, supports from senior staffs, and from administration of setting a good handover protocol can be developed which will help new comers. REFERENCES Chaboyer, W., McMurray, A., Wallis, M. (2010). Bedside nursing handover: a case study.International Journal of Nursing Practice,16(1), 27-34. Drach Zahavy, A., Shilman, O. (2015). Patients' participation during a nursing handover: the role of handover characteristics and patients' personal traits.Journal of advanced nursing,71(1), 136-147. Gordon, M., Findley, R. (2011). Educational interventions to improve handover in health care: a systematic review.Medical education,45(11), 1081-1089. Henderson, A., Cooke, M., Creedy, D. K., Walker, R. (2012). Nursing students' perceptions of learning in practice environments: A review.Nurse education today,32(3), 299-302. Hesselink, G., Schoonhoven, L., Barach, P., Spijker, A., Gademan, P., Kalkman, C., ... Wollersheim, H. (2012). Improving patient handovers from hospital to primary CareA systematic review.Annals of internal medicine,157(6), 417-428. Johns, C. (2013).Becoming a reflective practitioner. John Wiley Sons. Kerr, D., Lu, S., McKinlay, L., Fuller, C. (2011). Examination of current handover practice: evidence to support changing the ritual.International journal of nursing practice,17(4), 342-350. Levett-Jones, T., Bourgeois, S. (2010).The clinical placement: An essential guide for nursing students. Elsevier Health Sciences. Manser, T., Foster, S. (2011). Effective handover communication: an overview of research and improvement efforts.Best practice research Clinical anaesthesiology,25(2), 181-191. Melincavage, S. M. (2011). Student nurses' experiences of anxiety in the clinical setting.Nurse education today,31(8), 785-789. Welsh, C. A., Flanagan, M. E., Ebright, P. (2010). Barriers and facilitators to nursing handoffs: Recommendations for redesign.Nursing outlook,58(3), 148-154. Wilson, R. (2011). Improving clinical handover in emergency departments: Ron Wilson reviews findings from an audit of a simplified handover process that can involve patients and their families in discussions about care.Emergency Nurse,19(1), 22-26.

The Last Night that She Lived Essay Example

The Last Night that She Lived Paper Emily Dickinson The Last Night She Lived The speakers attitude towards the womans death can be divided into two sections in The Last Night that She Lived by Emily Dickinson. In the beginning (lines 1-20), the reader sees the speaker feeling pain and being aware of the womans death. In lines 21- 28 the speaker shows feelings of guilt but also respect. The use of metaphors, similes, caesuras, oxymoron, repetition, and syntax all lead to the overall tone for this poem: despair. A prominent topic throughout the poem Is the inevitability of the womans death. Lines 2-4 are a good representation of this. Words such as common and nature in lines 2 and 4 let the reader know that the speaker understands the death is inevitable and it is all just a part of life. Repetition throughout the poem shows the commonness of death and also the despair they feel over it. Line 5 begins the repetition with we noticed. Each repetition found throughout the poem is the pronoun we followed by a verb such as we went (line 9), we waited (line 17), and we placed (line 25). The repetition helps to build on the authors idea of death being common. The oxymoron In the poem makes the reader think about the harsh time the speaker Is going through. Oxymoron also builds on the Idea of inevitability or commonness. The oxymoron found In line 7 describes death. The speaker relates death too great light. Death Is dark and gloomy Instead of being a light. This interprets that the darkness of death can still bring peace to the one dying. The second oxymoron in line 16 is nearly infinite. When something is infinite it means it goes on forever. Putting the word nearly in front of that contradicts the use of infinite. We will write a custom essay sample on The Last Night that She Lived specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Last Night that She Lived specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Last Night that She Lived specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The use of this oxymoron shows the reader how slowly time seemed to be going for the speaker. The speaker is also aware that the womans time of death is near. In line 5 the speaker mentions that the people notice things that were in the past. Everything begins to seem a little more precious than it used to. The speaker can only stand idly waiting on the woman to die. Because of this, everything around the speaker seems to stand still. Little things are brought to light while waiting on the inevitable to happen due to heightened senses. The speakers guilt begins In line 11. The speaker realizes that everyone else will still be alive the following day, but the woman dying will have already passed. In line 15 the speaker uses the term Jealousy foe instead of jealousy of. This goes along with the attitude of guilt. Instead of being jealous and wanting to be in the womans place, the speaker wants to be with the woman as she goes through this. The speaker feels guilt that the woman dying is going through this alone. The speaker used the metaphor It was a narrow time in nine 18 to explain how the time they had with the woman was slipping away. The metaphor reiterates how quickly the time passed while waiting on the inevitable. The speakers pain in line 19 lets the reader know that the womans time to pass is closer than ever. The speaker states that their souls were too Jostled to speak. Even though the speaker knew this time was coming, it did not make the passing any easier at that moment. The death was common, but It was also a painful time to let go. The period In line 20 Is the speakers way of Identifying when the blur stopped. It shows that the death Is even closer now than It was In the beginning of the poem. The notice the speaker mentions in that line is the death. The woman dying also represent this. The woman did not fight the death, but instead, she went lightly as a reed. This shows that the woman went peacefully. The speaker shows a great deal of respect for the woman in the final stanza. Even though the woman has died, the speaker wants to put her head into place and fix her hair. The speaker does not leave her side even after her life has passed. Lines 27 and 28 show that even though the death was common, the speaker still must come to terms with all the emotions. The speaker uses another oxymoron in line 27. The awful leisure represents the speakers sadness about having to move on, but shows that the hectic time is now over. Leisure usually means that a person is at peace and rest while having a nice time. This leisure proves to be darker than normal. This allows everyone to comprehend what has happened. Line 28 states that life will soon regulate for the speaker once the emotions have calmed down.