Friday, January 31, 2020
Profile of the New York-Presbyterian Hospital Essay Example for Free
Profile of the New York-Presbyterian Hospital Essay Hospital Name: New York-Presbyterian Hospital Address: 525 E 68th St Fl 11, New York, NY 10021-4870, United States Contact Number: (212) 434-5500 Website: http://www.nyp.org Vission: â€Å"To sustain its leadership position in the provision of world class patient care, t           eaching, research, and service to local, state, national, and international  communities.†(2006, p.2) Mission: â€Å"As a not-for-profit academic medical center, NewYork-Presbyterian Hospital is committed to its unique and complex mission of providing the highest quality patient care, teaching, research, and community service.†(2006, p.2) Director: Dr. Philip Wilner Ownership: New York Presbyterian Hospital Dimension: 12-storey building, total beds summed up to 2,335 774 beds equipped with full-               service hospital (the Greenburg Pavilion), connected to the existing facility.                    There is an 8-storey parking lot that is 527,000 in square feet. Main Facilities: The Allen Pavilion, Morgan Stanley Childrens Hospital of NewYork-                          Presbyterian, NewYork-Presbyterian Hospital/Columbia University Medical                 Center            New York-Presbyterian Hospital/ Weill Cornell Medical Center NewYork-Presbyterian Hospital/Westchester Division Centers for Excellence: Cancer, Digestive Diseases, Geriatrics, Heart, Orthopedics,                             Neuroscience, Pedriatrics, Psychiatry, Rehabilitation Medicine, Tranplants,                     Womens Health Types of Services Provided: Medical Services, Surgical Services, Ambulatory Care                              Services, Emergency Care, Specialized                                                                                  Services, International and Corporate Health, Elderly Care. Awards and Recognitions Received: New York Magazines Best Hospitals 2006, U.S.News               World Reports Honor Roll of Americas Best Hospitals (since 1997),                             Americas Top Doctors, New York Magazines 2007 Best Doctors,                                American Alliance of Healthcare Providers Hospital of Choice                                               Awards, eHealthcare Leadership Award, Greystone Web  Awards.                                (All were the awards           mentioned in the website as of January 30, 2008). Population Served: (As of April 10, 2007)                        Outpatient Visits: 828,136                Ambulatory Surgeries 47,594                        Emergency Visits: 202,154               Inpatient Days: 729,088                        Deliveries: 10,242 Number of Workers: (As of April 10, 2007)                        Employees: 15,078                           Physicians: 5,588 Affiliations: Columbia University College of Physicians and Surgeons, Weill Medical                           College of Cornell University. Payer Sources: Blue Cross, Charity Care/Financial Aid, Medicare, Medicaid, Self Payment,                  Workers Compensation. References: (n.d.). New York-Presbyterian: The University Hospital of Columbia and Cornell.Retrieved       January 30, 2008 from http://www.nyp.org/about/facts-statistics-2006.html. New York-Presbyterian: The University Hospital of Columbia and Cornell. Awards and Recognition. Retrieved January 29, 2008 from http://www.nyp.org/about/awards- recognition.html. (2005). New York Presbyterian Hospital 2005 Community Service Plan Annual   Implementation Report. Retrieved January 30, 2008 from            http://search.med.cornell.edu/search?q=mission-vision%20of%20newyork-           presbyterianspell=1access=poutput=xml_no_dtdie=UTF-8client            =Nyp_Subsite=NYP_Suboe=UTF-8proxystylesheet=NYP (n.d.). New York Presbyterian Hospital. Retrieved January 29, 2008 from            http://www.bovislendlease.com/llweb/bll/main.nsf/all/fp_newyork_hospital_america. Dun Bradstreet. (2007). The New York and Presbyterian Hospital. Retrieved January 29,      2008 from http://www.manta.com/comsite5/bin/pddnb_company.pl?  dlanding=1referid=3550id=06qjjk.
Thursday, January 23, 2020
How will an awareness of psychoanalytic theory impact on your work in a
     Psychoanalysis presumes that a good understanding of development requires analyzing the symbolic meanings of behavior and the deep inner workings of the mind. It places a huge emphasis on the unconscious and how the unconscious is the precursor to human development. The level of awareness that I possess of psychoanalytic theory would impact my performance in the classroom only if I act on my understanding in a proactive manner. I believe it was Socrates who said that a teacher is one who not only has an understanding of subject, but is one who has the ability to teach it. And an elementary school teacher has a special responsibility in not only the intellectual, but the social development of his student. Using psychoanalysis is beneficial in seeing symbolic... How will an awareness of psychoanalytic theory impact on your work in a      Psychoanalysis presumes that a good understanding of development requires analyzing the symbolic meanings of behavior and the deep inner workings of the mind. It places a huge emphasis on the unconscious and how the unconscious is the precursor to human development. The level of awareness that I possess of psychoanalytic theory would impact my performance in the classroom only if I act on my understanding in a proactive manner. I believe it was Socrates who said that a teacher is one who not only has an understanding of subject, but is one who has the ability to teach it. And an elementary school teacher has a special responsibility in not only the intellectual, but the social development of his student. Using psychoanalysis is beneficial in seeing symbolic...
Tuesday, January 14, 2020
Delivering a Persuasive Speech
Delivering a Persuasive Speech Douglas A. Parker August 13, 2001 | Amazon Products | |Subject(s): Language Arts/Reading and Public Speaking |Links of Note | |[pic] | |Overview:  Students need to understand that how they say something and how they physically present |Persuasive Essay Topics form| | | |themselves are just as important as what they say.By understanding the dynamics involved in effective |Curious Castle Classroom. | | | |persuasive speaking, students will improve their overall confidence in communicating. | | | | |Purpose: The purpose of this lesson is to improve students’ oral persuasion techniques by understanding |Writing the Persuasive | | | |the appropriate speaking skills.The lesson is presented in second person, making it more meaningful as a |EssayCurious Castle | | | |resource for the students, and easier for the teacher to use as a handout. |Classroom | | | |Objectives:  Students will be able to: | | | | |1) Demonstrate the appropriate classroom public speaking and listening skills (e. . , body language, |[pic] | | | |articulation, listening to be able to identify specific examples of the speaker's coordination of talking |[pic] | | | |and action) that would be necessary to influence or change someone's mind or way of thinking about a | | | | |topic. | | | |2) Define the elements of persuasion. | | | | |3) Recognize the elements of personal credibility. | | | | |4) Develop methods to analyze other students’ speeches. | | | | |5) Understand outlining main ideas. | | | |6) Create a persuasive speech. | | | | |Resources/Materials: Teacher-prepared topics for persuasive speeches. | | | | |Assessments:   The Class will assess each speaker's performance in terms of voice and body coordination, | | | | |and in terms of persuasiveness.Each class can develop performance assessments such as rubrics to | | | | |facilitate this process. | | | | |Teacher's Anticipatory Set: | | | | |During class discussion, define and explain how people make decisions based on what they see and hear. | | | |Explain that sometimes we have to use skills to convince others about our positions. Have the students | | | | |recall and list their own experiences trying to convince their friends about something, and then ask them | | | | |to share these with the class. | | | | | | | | |Activities and Procedures: Delivering a Persuasive Speech | | | | | | | | | |The Procedure | | | | |Pick a proposition that not everyone would agree with such as: â€Å"nuclear power plants are superior energy | | | | |sources. † Write a 6 to 8 – minute speech in outline form to persuade the group. | | | | |The Lesson: Your Voice and Body are Your Best Tools | | | | |You are a natural persuader! You have done it all your life.Every time you enter a conversation, you | | | | |engage in elementary persuasion techniques. It is true, that any time you make a statement of fact, you | | | | |are asserting its validity and assuming that your listener agrees. | | | | |This speech goes further than a normal conversational assertion: now you have to assume that not everyone | | | | |will agree with you from the start, and it is your job to make them see things your way.The goal of this | | | | |speech is to change someone's mind or way of thinking about a topic. This is not a speech to sell, as you | | | | |do not ask that the listener do anything except to agree with you or to begin to listen to your way of | | | | |thinking. Your message is, of course, very important in this speech, but your voice and body language are | | | | |even more important. Here you will see how your delivery can help. | | | |There are several important aspects of presentation to keep in mind: | | | | |1) Body language – make sure that you have a proper posture. If your shoulders are sagging and your legs | | | | |are crossed, you will not appear as being sincere and peo ple just will not accept your message. | | | | |2) Articulation – articulation means how your total vocal process works. There are several steps to this | | | | |entire process.First, you need air from the lungs, your vocal cords in your larynx must be working, your | | | | |mouth and tongue must be in sync, and you have to make sure that you have got some saliva in your mouth to | | | | |keep things oiled. You should be aware of your physical makeup to be able to understand how you speak. | | | | |3) Pronunciation – pronounce each word. Avoid slang, except to make a point, and do not slur your words. | | | | |Avoid saying, â€Å"you know. | | | | |4) Pitch – pitch refers to the highs and lows of your voice. Whatever you do, avoid a monotone! | | | | |5) Speed – your speed, or pace, is an important variable to control. Between 140-160 words per minute is | | | | |the normal pace for a persuasive speech. Any faster and you may appe ar to be glib; any slower and you | | | | |sound like you are lecturing.If you are not sure about your speed, tape yourself for one minute and then | | | | |replay it and count the number of words you used in the minute! The human ear and brain can compile and | | | | |decode over 400 spoken words per minute, so if you are going too slow your listeners' minds are going to | | | | |start to wander as the brains finds other ways to keep themselves occupied. | | | | |6) Pauses – the pause, or caesura, is a critical persuasive tool. When you want to emphasize a certain | | | | |word, just pause for one second before; this highlights the word.If you really want to punch it, pause | | | | |before and after the word! | | | | |7) Volume – volume is another good tool for persuasive speech, but you should use it with caution. If you | | | | |scream all the way through your speech, people will become accustomed to it and it will lose its | | | | |effectiveness. On the other hand, a few well-timed shouts can liven up the old speech! Try to â€Å"project†| | | | |or throw your voice out over the entire group – speak to the last row. | | | |8) Quality – quality of voice is gauged by the overall impact that your voice has on your listeners. | | | | |Quality of voice is the net caliber of your voice, its character and attributes. Try to keep your vocal | | | | |quality high; it is what separates your voice from everyone else's. | | | | |9) Variance – variance of vocal elements is your most important consideration of all! One of the most | | | | |persuasive speakers in modern history was Winston Churchill.One of his most remarkable qualities was his | | | | |ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears| | | | |to a more rapid pace. People were light-headed after listening to him! Even if you have no desire to run | | | | |for political office, you ca n still use the tools of variance. Change your pitch, volume, and speed at | | | | |least once every 30 seconds, if only for just one word. Never go more than one paragraph without a vocal | | | | |variance.This keeps your group locked into your speech, if for no other reason than it sounds | | | | |interesting! Let the words speak for themselves; reflect their nature through your voice. If you use the | | | | |word â€Å"strangle,†say it with a hint of menace in your voice. If you say the word â€Å"heave,†let the group | | | | |feel the onomatopoeic force behind it. If you say the word â€Å"bulldozer,†make it sound like a titan | | | | |earthmover, not like a baby with a shovel. | | | |The Strategy: Appear Rational | | | | |When you are trying to convince someone of something, you must first establish your credibility, or in | | | | |other words, you must sell yourself before you sell your message. If people feel that you are not being | | | | |reasonable or rational, you do not stand a chance. You must be committed to the ideals and goals of your | | | | |speech and what you are saying. Do not use words such as â€Å"maybe†or â€Å"might†- use positive words such as | | | | |†will†and â€Å"must.  | | | | |You are the authority figure in this speech, so you had better supply enough information to prove your | | | | |points so that you can seem knowledgeable, and you had better know your material cold. People can usually | | | | |spot someone who is trying to â€Å"wing†a speech. You should also appear to be truthful -even when you are | | | | |really stretching a point. If you do not appear to be earnest, even if your message is the 100% truth, | | | | |people will doubt your word and tune out your speech. | | | |Lastly, do not be afraid to show a little emotion – this is not a sterile or static speech. Your body and | | | | |voice must match the tone of your words. If your language i s strong, you must present a physical force to | | | | |go along with your delivery. | | | | |The Comments and Goals | | | | |Self-control? | | | | |You cannot sit back and let your words do all of the talking.You must use your total self to deliver your| | | | |message, and this means that you will have to expose a little of your personality to the group. Your group| | | | |will be supportive. | | | | |The Group Reaction | | | | |The group has two major criteria to consider after each member's speech. First, the delivery. Were the | | | | |speaker's body, words, and actions in synchronization and harmony? Did one support the other or was there | | | | |tension between the body and the voice?Secondly, were you persuaded? Why or why not? Discuss what makes| | | | |a persuasive speech work and how the intangibles effect a positive outcome. | | | | |More Information? | | | | |For more information and help with public speaking, contact: | | | | |http://capital. net/~bps2/ | |
Monday, January 6, 2020
Essay about P3 - Communication Influences - 904 Words
P3 Explain factors that may influence communication amp; interpersonal interactions in health and social care environments. I will be explaining the barrier which may have influenced the case study of Mr and Mrs Singh’s meeting with the MDT and how environmental factors influenced the interaction within the meeting. I am going to be looking at environmental factors such as, noise, setting, seating, lighting, space and time. Case Study Mrs Singh has recently had major surgery and the meeting is aimed at organising a discharge package for Mrs Singh. Mrs Singh would most probably not feel 100% and may feel unwell and unable to give her full attention and feel like her decisions could be the wrong one. It states in the case†¦show more content†¦This would give of the impression that she is an aggressive person at the least and give the impression of not being bothered about Mrs. Singh’s situation. For her having to raise her voice to be heard over the environmental noise it is most obvious that the setting in which they are in is a bad one and it must be very loud and busy. As the MDT begin to discuss Mrs Singh. Alot of medical terminology is used. This is Jargon and Mrs And Mrs singh will be confused and unsure of what is being spoke about them also, they both speak minimal English which would be even more difficult for them to comprehend and convert into what they would recognize. On a positive note the MDT would get their own points over quicker to one another because they would all understand what is being said and decided. Although Mr. and Mrs Singh have no say and wouldn’t understand because of the language and Jargon used. They would no longer feel part of the meeting and feel to agree on everything that has been spoken and decided for them. Time is very limited and the doctors need to leave very shortly, they would no longer understand what is being said and they would not be able to ask any questions as they would of felt rushed.They would not understand the decision and outcome made for them. This then led to Mrs Singh being uninterested due to all of them environmental factors which have confused her. They both nod their heads intermittently, this suggestsShow MoreRelatedP3 Explain Factors That May Influence Communication and Interpersonal Interactions in Health and Social Care Environments1140 Words  | 5 PagesTask 3 P3 explain factors that may influence communication and interpersonal interactions in Health and Social Care Environments Section 1 Barriers to communication A barrier blocks and stops something from getting through. There are different types of communication barriers that stop communication from going well. Three types of communication barriers are shown below. 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The leadership questions that need to be asked are: how can leadership use influence to improve the situation, what groups should be lead, and what changes can be made in processes to improve the maintenance
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