Clichés Dont Belong in Professional Writing

Clichà ©s Dont Belong in Professional Writing Clichà ©s Don’t Belong in Professional Writing Clichà ©s Don’t Belong in Professional Writing By Mary Some of the common clichà © phrases that we find ourselves using every day do not belong in professional writing. This has become abundantly clear to me as it has become more commonplace for me to work with international clients. As an American, I am familiar with the intended meaning of a number of common sayings that really don’t make much sense when interpreted literally or translated into another language. I was writing an e-mail message to a client in another country, and I found myself typing something to the effect of making sure we were â€Å"on the same page.† I stopped and look at what I wrote, and realized that what I wrote wasn’t really what I meant. The next day, I found myself writing an e-mail to a co-worker that said that I wasn’t â€Å"at the top of my game† that day. Hmm †¦ another phrase that really doesn’t make sense if you don’t know the implied meaning. Someone not familiar with American vernacular would not be likely to understand these phrases. Even if my clients and business associates do know what I mean when I use clichà ©d phrases like these, they might find it not professional. Look at the phrases that you use when you write and see if they make sense when translated literally. If they don’t, replace them with language that is clear and direct, with no room for misunderstanding. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsConfused Words #3: Lose, Loose, LossWhen to Spell Out Numbers

The effects of enviromental temperature on human respiration Lab Report

The effects of enviromental temperature on human respiration - Lab Report Example Hypertensive patients should be extremely careful in cold weather and people should take care such that the amount or degree of exposure to cold is reduced and also adopt measures to keep the body warm. It is important to expose the body to the cold stress. However the instant impact is quite drastic. After the initial brief seconds, the rate of metabolism seems to fall as the body now adjusts itself gradually to the stimuli. Adaptation is important for human being and degree of adaptation depends upon the habituation. The term acclimatization refers to the physiological adaptation of the body to a fall in temperature. In order to make the patient adaptable to the surrounding cold, it is important first for the person to come in contact with the stimuli. Escaping or protecting oneself from the cold by wearing heavy warm clothes is not the permanent solution. The study carried out by Young, Muza, Sawka, Gonzalez, and Pandolf (1985) shows the impact of repeated immersion in cold water, a program designed for adaptation. However it was observed that only under light stressful a condition a person is able to show adaptation but not under strict conditions. It has also been observed that cold presor test (CPT) revealed that with the increase in cardiac sympathetic activity, the heart rate increases too during the first 30 seconds of the test. In this case results also reveal â€Å"Arterial pressure, heart rate, and MSNA all increased significantly during the CPT† (Victor, Leimbach, Jr., Seals, W alljn, and Mark, 2008, 431) According to Fleisher and Krieger (2007) cardiac arrest brings about halt in respiratory activities or apnea. Therefore, we can infer that an increase in cardiac activity will bring about an increase in respiration rate. It may be hypothesized that the environmental temperature will affect human respiration. At colder temperature, the

Electric Jacket Essay Example | Topics and Well Written Essays - 250 words

Electric Jacket - Essay Example Additionally, the product is relatively low priced implying that most people will need it. This product will be available in a number of retail stores, which include cloth stores and sporting goods store. Sportsmen and women regularly visit sporting goods store, where they will easily notice this product. Different teams and learning institutions also visit sport goods stores implying that this is a strategic location for distributing the product to a large number of targeted audience. The product will also be available in some leading cloth distributor stores. These stores are significant since the product will reach out to a large number of households. The Internet is one media through which a new product can reach a large number of customers within a short period. The internet will make it much easier in distributing the new products since customers will easily identify the locations and addresses of stores distributing the product. The internet will also benefit the company when distribution costs through intermediary stores are reduced. Some customers will also have opportunities to buy the product directly from the

Journal Assignment Example | Topics and Well Written Essays - 250 words - 56

Journal - Assignment Example It is pointed out that the first Muslim college that was accredited might be biased with regard to Israel and the Jews. In this case the quality of education that it offers should be analyzed carefully. 3. The video articulates a peculiar statistics: more and more people claim that they do not belong to any religion. It is suggested that people decided to create their own interpretation of the world and live according to it. What is more important is that the contemporary society often sees religion as a certain attribute, but not a deep spiritual commitment. 4. This video points out that many people mix prejudice and patriotism. Thus, many know that America is currently engaged in armed conflicts with Islamic countries, but discriminating against Muslims in the United State should not be seen as a solution towards the problem. Moreover, the experiment showed that the majority of the people are indifferent towards discrimination and will not do anything about

How Ethics affect a Nurses role in Euthanasia

How Ethics affect a Nurses role in Euthanasia Euthanasia is an emerging argument seen all over the world. In this argument includes the role of the nurse and the four ethics the nurse is to abide by, justice, beneficence, autonomy and non-maleficence. This paper will explore how these four ethics can play a part in how the nurse may feel about the idea of euthanasia, and how these four ethics can play a part in the deciding factor of whether euthanasia of humans is something that should be carried out or not, regardless of persons physical health. It will examine which ethical principles is the argument for or against euthanasia, is the involvement of the nurse ethically justified, and if so, can it be considered good nursing care? The practice of nursing has long had a high regard for, and treasuring, of life. If it is the job of the nurses to save and protect lives, then how can the consideration of euthanasia fit into nursing practice? Many consider helping a person to find peace and to gain some control over their death as a means of treasuring life. It provides the person with the chance to die in a dignified manner, and to not suffer. The nurse infarcts four moral codes into everyday practice; respect for autonomy, non maleficence, beneficence and justice. These moral codes are brought into light exponentially when the request for euthanasia has been made by a patient and the nurse must find a way to not only adhere to the ethics of practice, and advocate for the patient, but to be in tune with their own ethical thoughts and feelings. In regards to respect for autonomy, euthanasia can be argued as a good practice. It can be justified from the basis of respect for the individuals autonomy (Quaghebeur, Dierckx de Casterle Gastmans, 2009). Providing care for the patient and respecting their autonomy means respecting the request of euthanasia from the patient, though it may not correlate with the nurses personal feelings of euthanasia, or their ability(physical or mental) to carry out the requested task (Quaghebeur, et al 2009) Professional integrity of nurses can be used to support euthanasia from the standpoint of autonomy as well. It is this integrity that is responsible for fellow humans, therefore having respect for their autonomy. In congruence with this responsibility for fellow humans, euthanasia is now compatible with the integrity of nursing. The nurse with this professional integrity respects the patient autonomy, therefore providing compassionate care and promoting optimal well being of the patient. As as result of this care, euthanasia is now in accordance to the idea of the nursing profession, as human dignity is protected, patient interest is promoted, and the patient is being cared for(White, 1999) In accordance to the moral point of justice, in order to protect the patients interests, euthanasia can be seen as good care for the patient, ethically justified as a form of a good death. It could be argued that it would be not only unjust, but cruel to refuse the request of euthanasia (Quaghebeur, et al 2009). The ethical principle of non -maleficence means to do no harm (Potter and Perry, 2010). However, nurses harm their patients everyday simply by administering treatments such as chemotherapy for a patient with cancer. These treatments are seen as acceptable however, because the benefit is greater than the initial harm(McCabe, 2007). The Hippocratic oath, an oath that is traditionally upheld by all nurses and medical professionals, has proscribed the event of abortion and surgery. Despite the true definition of this oath to do no harm, these practices are allowed because they serve the ability to promote patient well being. Along the same instance of promoting patient well being, a patient may need the nurse to assist them to die when prolonging life is indeed harming the patient. In this situation, death would be a benefit (White, 1999) This brings around the idea of beneficence, the nurse is the patient advocate who must do good, promulgate the best interest of others (Quaghebeur et al 2009). The nurse is very often the first to receive the request of euthanasia from the patient due to the closeness and depth of involvement the nurse has in a persons life. In a study of American nurses, the reasons claimed for having even participated in euthanasia was a feeling of responsibility for their patients welfare, and a way to help relieve the patient of their pain and suffering (De Bal, Gastmas, Dierckx de Casterle, 2008). Indeed, ending pain and suffering can be seen as doing no harm, but bringing about peace and comfort. For instance, the right thing for a nurse to do when confronted by the pain of a patient is to alleviate that pain, because healing is what the activity of nursing is directed at, easing the suffering and restore the sense of well-being to a patient. This is to act morally well, because this act assuag ed the pain of the patient. (McCabe, 2007) Nurses are committed to not only preventing and minimizing the effects of disease and promoting health, but to relieve pain and suffering that can be brought about by these maladies (White, 1999) Several criticisms can be seen going against the idea of euthanasia being a morally good practice because it is based upon respect for the patients autonomy (Quahgebeur et al 2009). It is argued that the nurse who is obliging to advocate for the patient wishing for euthanasia, while respecting the patients autonomy, is not respecting their own autonomy. Respecting a patients autonomy in regards to life, or the lack thereof, is undermining the importance of social community, as dying as a social practice, much as life is a social practice (Quaghebeur et al, 2009) Euthanasia is argued to in fact not administer justice to the autonomy of a patient (Quaghbeur et al 2009). If a patient does indeed receive euthanasia, though it may be respecting their autonomy by carrying out the request, once the patient has passed on, they are no longer able to enjoy that autonomy (Quaghebeur et al 2009). In the literature of nursing ethics, the principle of non-maleficence outright rejects euthanasia, due to the irreversible damage made to the patients life, it is seen as too drastic of an intervention to be even used (Quaghebeur et al 2009). According to the principle of non-maleficence,euthanasia is not considered good ethical nursing practice owing to the sanctity of human life Human life is deserving of respect, despite a growing population and people now living longer than before due to the advances of technology. Each human life is of both equal dignity and sacrosanct(Quaghebeur et al 2009). The American Nurses Association holds the position on this issue that assisting an individual to die is not compatible with the nurses role in society. Non-maleficence means to do no harm and this is the pledge nurses make to society. By assisting the patient in suicide, the trust between the nurse and the patient is destroyed. (ANA 2001) Doing good for the patient doesnt always mean ending their life when they have stated they want to die, as there is a difference between stating the desire to die as opposed to actually having the desire to be killed (Quaghebeur et al 2009). If the nurse wants to do good by the way of the patient, then quality and dignity of life must be examined. A patients interests are never served by fulfilling the request of death, even if the patient believes otherwise. Is it possible to actually judge how worthwhile someones life actually is, that there is a life that is not worth being lived? (Quaghebeur et al 2009). Ethics of desire may outshine the ethics of reason, and with that, a threat of moral relativism disseminating a patients interest determines good ethical nursing practice (McCabe 2007). In a case where preservation of life can no longer be attained, then the nurse will continue to heal through practice of ensuring physical and emotional comfort, support of the patient and their loved ones, assisting the patient to a place of security, comfort and peace (McCabe, 2007). Society places a great deal of trust upon the nursing profession and by engaging in measures to end a patients life, this professional integrity contravenes and undermines this trust that has been placed upon them. (McCabe, 2007) A nurse as an individual will need to clarify their own values, as the implications of euthanasia are enormous. As a nurse, a definitive decision on their position in regards to this issue must be made. All aspects of the issue must be looked at, fully understood, and only then a decision on position should be made. A nurse needs to respect not only a patients autonomy, but their own as well, and need to remain true to their own values as well. Many different controversial issues will be confronted during the career of a nurse, including assisted suicide. The nurse needs to be not only educated on the implications of such actions, but educated in their own opinions, with the ability to think critically about these controversial issues. A nurse will need to be involved in their politics to maintain their emotional integrity when confronted with a situation that may or may not be ethical to them. Within time, there is a greater chance of more and more states passing laws allowing human euthanasia to occur, as well as against, and the the ability to apply the oath to do no harm will be examined again and again. This writer believes that the act of euthanasia in nursing is a subject that needs to be considered very deeply. If the values of nursing ethics include autonomy, beneficence, justice, and non-maleficence, then the concept of euthanasia, in a positive way, reflects all four ethics. A patient who is hurting, and a nurse who continues to prolong a life that is physically demoralizing and painful (indeed causing the patient harm, when a nurse is to do no harm), has a duty to that patient to ease the pain and suffering to the furthest extent possible to the request of the patient. Though it may seem irrelevant to the care of the patient, this writer has always had a firm belief of euthanasia. If a person puts their pet to sleep because the pet is no longer able to live a good quality of life, the owner does right by the pet by euthanizing it, though the pet cannot say in so many words that it is suffering and wants this to be over. A human being has the ability to express what his or her feelings on continuing their life, regardless of the quality, is. To deny a person who is fully capable of making their own decisions, the ability to end a life that will be soon be over and is wrought with pain and suffering, is wrong. To not allow the patient peace and comfort, and relief from pain that a nurse is supposed to give, impedes on the top ethic of medical practice, do no harm. Indeed by not complying with the patients wish of the pain to end, the nurse is doing harm, mentally and physically, and not just with the patient, but with the patients family as well. Though this writer will have to continue to educate herself on the practices that may or may not involve human euthanasia, it is the belief that this is a subject that will be brought up again and again, especially in the critical care settings, where pain, death and dying is at its greatest. Conclusion While there many arguments for and against assisted suicide, the answer to the question of whether it is right or wrong remains ambiguous. One reason for the lack of clear cut answers is that assisted suicide is an ethical issue which is dependent on a persons values, morals, religion, and experiences. In general, the topic of end-of-life decision making is very sensitive and evokes strong emotions and opinions. Instead of debating the issues involved with assisted suicide, this paper merely describes pertinent arguments that have been presented by both sides. There are many nursing implications that are associated with assisted suicide. Among these is the importance for nurses to be aware of their own beliefs about end-of-life care. Self-awareness will prepare nurses for obstacles they will face when dealing with death. Another implication is that nurses need to be cognizant of politics and legal authority. Becoming active in political processes, nurses can work to ensure that they will not be forced into doing procedures that come in direct conflict with their beliefs. In final conclusion, the code of ethics a nurse is to oblige by can come across as a very gray area. There does not seem to be any cut and dry reasoning behind whether the practice of euthanasia is good or bad, or something that a nurse should or should not participate it. The ethics can be construed to fit any need necessary, whether it is in favor of the act of euthanasia, which can be argued that by ending a life one is removing the pain. Or it can be argued that by administration of such lethal drugs to carry out the act, one is indeed harming by bringing about death.

Everyday Use :: essays research papers

 ¡Ã‚ §Different points of view on culture and heritage ¡Ã‚ ¨  ¡Ã‚ §Everyday Use ¡Ã‚ ¨ is a literary explanation of what culture is. In  ¡Ã‚ §Everyday Use ¡Ã‚ ¨, the author Alice Walker confronts the question of what are the true values in one ¡Ã‚ ¦s heritage and culture. In the conflict between Dee and her mother, Alice Walker shows that one ¡Ã‚ ¦s culture and heritage are represented by neither the possession of objects or external appearances, but by the lifestyle and attitude. In "Everyday Use ¡Ã‚ ¨, Alice Walker personifies the different sides of culture and heritage in the characters of Dee (Wangero) and her mother (the narrator). Dee can be seen to represent a complex and modern way of life where culture and heritage are to be valued. Her mother represents a practical way of life where they are valued both for it is usefulness as well as personal significance. When Dee first comes to visit the family, she is wearing a long dress, even though the weather is very hot. We get the impression that Dee is more occupied with aesthetic appearances rather than practicality. The dress is colored with enough yellow and orange "to throw back the light of the sun"(1174). Dee is also wearing numerous pieces of jewelry, earrings and bracelets. Even more than Alice Walker ¡Ã‚ ¦s description of Dee is the significance of Dee ¡Ã‚ ¦s "name change" to Wangero that seems to symbolize Dee ¡Ã‚ ¦s attitude about one ¡Ã‚ ¦s culture and heritage. It seems to reflect a sort of glittery artificial pretense put on in order to assume sophistication. Dee disregards the importance of her name, the fact that she was named after her aunt Dicie.And when asked about why she changed her name, Dee can only discharge an answer, "I couldn ¡Ã‚ ¦t bear it any longer, being named after the people who oppress me."(1175) Another important detail is the words directly preceding her answer about what happened to her name  ¡V "She ¡Ã‚ ¦s dead..." (1175) is Dee ¡Ã‚ ¦s answer. By these words, Alice Walker shows that Dee has distanced herself even further from her family, heritage, and culture  ¡V despite her "new" name and the way of talking. Dee is portrayed as aggressive, to the point of total lack of regard for her family. When she first greets her family, she starts snapping pictures of the house and her mother before even greeting them with a kiss or a hug, or even a handshake. Later, when they are in the house, Dee begins just taking various items for herself, assuming they belong to

In Cold Blood by Truman Capote Essay

  In Cold Blood: A True Account of Multiple Murder and Its Consequences by Truman Capote details the social arena that molded Dick Hickock and Perry Smith into criminals and killers.   The author wrote of how Hickock was brought up in a loving home with a stable family but suffered from mental illness.   Perry on the other hand, had alcoholic parents in a very unloving atmosphere, uneducated and suffered from depression.   Each was influenced by society differently but the result was the same.   The author details their stories from the beginning of their criminal history up to their execution for the murder of the Clutter family.   The question is, was Perry a â€Å"natural born killer†. In an article in Psychology Today there is evidence that activity or lack of in the prefrontal cortex of the brain region are associated with acts of murder.   This prefrontal cortex activity is also associated with a wide range of behaviors such as risk taking, rule breaking, aggression and impulsivity that can lead to violence.   This evidence has a great value in maybe creating a way for society to possibly point out problem individuals and possible treatment or prevention of criminal activity such as murder.   The article goes on to say that perhaps this is a way to point to biological differences or the possibility of natural born killers (Raine 10). In some ways Truman Capote could relate to Perry because both had terrible experiences growing up. The author was intrigued as to why Perry would go on to kill and he didn’t. Capote wrote that possible social consequences made the difference possibly grooming Perry to be a killer and some professionals agree sociologist are not satisfied with the explanations that are rooted in biology and personality.   They point to the perspective of symbolic interaction that each of us interprets life through symbols that we learn (Henslin 133).   Sociologist Edwin Sutherland stressed that people learn deviance.   He uses the term differential association to indicate that we learn to deviate or to conform to society’s norms mostly by the people we associate with.   But if this is correct then why does some with the same interaction kill and others do not?   In my opinion there are people who are born natural killers.   It is something that is innate within some individuals and is nurtured by society to its final display.   In my belief some individuals will be born a killer and some will not.   Society takes this innate trait and shapes them even more, or even less, towards the direction of their innate features.   The degree of their actions is my proof.   Take hunting some individuals can hunt and some cannot.   This is an example of the innate trait for killing expressed in killing for food rather than killing another human. Degree is how society grooms each killer, the hunter and the murderer, to their final â€Å"ends†.   Because traits are passed from parent to child that is why some societies are prone to have more killers than others and what degree the acts are committed is influenced by each of the societies they live in.  Ã‚   The degree of the trait is what society uses for determining how wrong the act is and how that individual will be punished.   Evil is solely influenced and decided by the society one lives in.   Killing is inevitable for some individuals; it is to what degree that makes the difference. Reference: Capote, Truman.   In Cold Blood: A True Account of a Multiple Murder and Its    Consequences.   New York: Signet Books, 1965. Henslin, James M.   Essentials of Sociology: A Down to Earth Approach.   Boston:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Allyn and Bacon, 2000. Raine, A.   Natural born Killers?   Psychology Today 28(1), p.10, 1995 Jan/Feb.

Fatal accident Essay

==Introduction Scenario 1 There has been a fatal accident- a student has been found drowned in hydro pool. What is the procedure? When a person is drowning, the air passages close to prevent water from entering the lungs. This also prevents air from entering the lungs, and therefore depriving the victim of oxygen and eventually leading to unconsciousness and death. As in all first aid, the key rule is to protect yourself. The student who is drowning can strike out and pull down even the most competent swimmer; dirty water can hide dangers such as metal rubbish with sharp edges; and cold water can cause muscles to cramp very quickly. If possible, reach to the student from the safety using a pole, rope, aid to enable him to help himself out of the water. If in doubt about your ability to rescue the person safely, call for emergency help. 1. Keep the person still after they have been pulled out of the water. Any type of movement can possibly cause additional injuries. 2. Seek out help immediately. Dial 911 or send out someone to dispatch an ambulance to the scene of the drowning. 3. Begin mouth to mouth resuscitation if the drowning victim is not breathing on his own. Quickly sweep his mouth to remove any foreign objects and then place his head tilted upwards. Breathe every few seconds through his mouth while holding his nose shut. 4. Continue breathing for him until he is able to breathe on his own. If vomiting occurs, clear the mouth and continue the mouth to mouth resuscitation. 5. Check the victim for a pulse. Place your fingers on the drowning victim’s neck and feel for a pulse. If there is none, you will have to begin CPR. 6. Allow the emergency personnel to take over once they arrive. They will be able to perform additional medical procedures on the victim as well as provide him with oxygen What you shouldn’t do: 1. Do not rescue a victim if you cannot swim yourself. It would not be helpful to the student or safe for you if you try to rescue a victim without knowing how to swim. Get help or throw a flotation device to the student. 2. Do not rescue a student if you feel the victim is too large for you to bring to safety. It would not be helpful if you reach the student but cannot move her. 3. Do not leave an active drowning student while you go to get help. Remember, it takes less than 1 minute for someone to drown. Scenario 2 A student you do 1:1 work with is very withdrawn. She looks like she hasn’t had a bath for days, has dark bags under her eyes and bruise marks on her wrists. What should you do? This can be a very delicate matter, when you’re dealing with a child and therefore the right procedures should be taken when dealing with these matters. What a staff would have to do is: – Remain calm & reassure the child – Look for a quiet place to talk to the child alone without pressuring her. – Tell the child that you may need to another member of staff & reassure her that she hasn’t done anything wrong and she’s not in trouble so she doesn’t worry. – Do not pressure them to say something and if they do, and that you’re glad that the child told you. – Inform the social  services and possibly the police. Some professionals such as doctors, nurses, police and school teachers are legally obliged to report suspected child abuse. Any person who believes on reasonable grounds that a child needs protection can make a report to the Victorian Child Protection Service. It is the Child Protection worker’s job to assess and, where necessary, further investigate if a child or young person is at risk of significant harm. The Child Protection Service is part of the Victorian Department of Human Services. It provides child-centred, family-focused services to protect children and young people from significant harm caused by abuse or neglect within the family. Potential signs of child abuse: If you work with children and young people, you can help to keep them safe by being alert for the signs or indicators of harm and taking appropriate action early. People who work with children and young people should pay attention to: †¢ Physical signs of abuse or neglect – these could include bruises, burns, fractures (broken bones), frequent hunger, sexually transmitted infection (STI) or poor hygiene. †¢ Behavioural signs of abuse or neglect – these could include showing little or no emotion when hurt, wariness of their parents, alcohol or drug misuse, age-inappropriate sexual behaviour, stealing food, excessive friendliness to strangers or wearing long sleeves and trousers in hot weather (to hide bruises). †¢ If the child discloses they have been abused. How to respond: Each situation is different. In considering the most effective response that will ensure the child’s safety and wellbeing, you may need to gather information and facts. This could include: †¢ Make notes – record what you observe. Date and sign the entry. †¢ Continue to observe – record what you observe, and date and sign each entry. †¢ Consult colleagues –  get support and advice from your colleagues and supervisors. Compare notes and brainstorm possible strategies. †¢ Develop action plans based on procedures – familiarise yourself with your employer’s procedures and processes about what to do. †¢ Talk to other agencies about helping the family – collaborate with or engage family support services, community health services, local government services, regional Department of Human Services/Child Protection contacts and Disability Services. You may want to call a case conference for professionals to discuss their concerns. †¢ Talk to the child – do this with respect for the child’s or young person’s need for privacy and confidentiality. †¢ Talk to the parent or parents – if you believe it will not jeopardise the safety of the child or young person. External bleeding External bleeding from a limb should be controlled by applying firm pressure to the wound. Also if available, the wound with a large pad and bandage, keeping the pressure on as much as possible. Also if the blood of the person is seeping through, apply another dressing on top, but do not remove the first one. Internal bleeding An internal bleeding is caused by a rupture of an internal organ, this could be things such as the spleen or kidney, can result from a blow to the abdomen. When an internal bleeding happens you would not see any blood loss at all, although there may be signs of bruising. It is sometimes difficult to know when a person is bleeding internally, especially in the absence of an injury. In most cases, however, internal bleeding is indicated by the presence of blood in the vomit, stool, or urine, or by coughing up blood. Extensive internal bleeding can result in shock. Symptoms to watch for include feelings of anxiety and light-headedness; fainting; dilated pupils; cold, clammy skin; paleness; rapid, shallow breathing; shortness of breath. The casualty may start to feel light headed and nauseous. – Lay the casualty down and raise their legs. Cover with a blanker or coat to retain heat. – Be prepared to resuscitation. Reporting of report After the student has been taking care of and being dealt with, it is the manager’s job to write up an incident report of the student explaining how the accident happened, and if anyone was to witness this accident. This report will have to be detailed to exactly what happened so it should have the date and time and place on the report to what happened so if the drowning can’t be explained then the police can take over and read the report of what exactly happened. If the manager or whoever was taking care of the student did not write up a report then no one will know what exactly happened to the student. Any first aid incidents that are dealt with in a work setting need to be recorded in the accident book, in case there is any query at a later date. The accident book should have a record of the person’s name and the casualty, the nature of the injury, the date and time and location of the incident and a record of first aid treatment given. However without a record of the accident, it is not possible to claim compensation. Accessing support for own emotional reactions after an emergency Staff involved in rescuing or even caring for casualties can find they are emotionally traumatised after the event. Rescuers therefore might experience flash backs of the incident which could give them nightmares. There are several organisations that offer support to both victims and emergency services personnel during and after incidents. These will include the Red Cross, the Salvation Army, and the women’s royal voluntary service. However sometimes counselling is required and it is always advisable to talk over the experience, even if this is not done in a formal session. When you see a person either drowning or either a child is abused the correct procedure should be taken in to action. You would have to be aware of your surroundings and keep in mind that health and safety is important. The first action you should take is call 911 if you see someone drowning so you get immediate help. You should notify a lifeguard if there is one close however is there is not a lifeguard then you should call 911 immediately. If no one is around then you you would have to help the student who is in  need for help by getting the student out of the water as fast as possible. The first respond you would do is to check if the student is breathing or not, as this is very important so you would have to check the pulse for 10 seconds. If you cannot find the pulse then you would need to start CPR and this is important because the person’s life is at stake. For an adult or child, place the heel of one hand on the center of the chest at the nipple line. You can also push with one hand on top of the other. For an infant, place two fingers on the breastbone. For an adult or child, press down about 2 inches. Make sure not to press on ribs. For an infant, press down about 1 and 1/2 inches. Make sure not to press on end of breastbone. Do 30 chest compressions, at the rate of 100 per minute or more. Let the chest rise completely between pushes. Once all the right procedures have been done, check again to see if the person had started breathing. And if they still are not breathing then repeat the procedure again. Whilst this is happening, make sure that the student is kept warm by removing wet clothing and keeping wrapped in blankets. A child that is always on their own, and have bruises on their wrist should be carefully investigated too, because a child would find it hard to trust anyone and also be scared that she may get in trouble so you would always have to reassure the child. To find out what exactly has happened to the child you would need to make her believe that she can trust you, and always reassure her that she is not in trouble. The first sign when you find out that the child is being neglected you would need to inform the staff members, and then call the social services when it is agreed that the child has been abuse and neglected. If the matter is very serious then the police would have to get involved and act what’s best for the child safety needs.